Course Outline - McMaster University

Nursing 728/GlobalSt 728 

Issues in International and Intercultural 

Health 

September 2013 

Wednesdays, from Sept. 11 th to Nov. 27 th from 11:30 am to 2:30 pm 

Room No: MDCL 3015 

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Course Description: 

This course is intended for students who have had little or no professional work 

experience in international or intercultural Canadian settings and who desire an 

orientation to the priorities, issues and strategies for health and development. The course 

will provide students with a structured introduction to health issues in an intercultural 

Canadian and international context, and challenge them to build a conceptual framework 

that is useful analysing these problems. During this course students will be introduced to 

the literature of development, political economy, medical and social anthropology and 

international and intercultural theories for nursing practice in these settings. 

OVERVIEW 

This course provides an introduction to health issues, priorities and strategies for health 

and development, concepts and theories relevant to primary health care, culture and 

development will be examined. The topics are as follows: dependency and 

modernization theories; immigration policies; primary health care; comparing and 

contrasting national health care systems; health profile of developing countries and 

aboriginal communities; intercultural theories; influence of culture on health beliefs and 

practices; alternative and complimentary health care practice; women: their status and 

roles in selected countries; participatory development; and, role of international 

organizations. 

OBJECTIVES 

Upon completion of the course, the student will: 

1. Analyze the impact of a country’s political, economic and social development on the health of its 

population and its health care system. 

2. Identify the positive and negative impacts of “modernization” on the health status of a population 

or groups within populations. 

3. Describe the historical development and relevance of Primary Health Care in Canada and 

internationally. 

4. Describe Canada’s health care system, including the professional, “folk” and popular sectors, as 

well as that of at least one other country, and assess the adequacy of the system to respond to the 

defined health needs of the population. 

5. Describe how factors such as lifestyle, physical and social environments and biology determine 

the health of populations. 

6. Critically analyze selected intercultural theories and models and explain their application within a 

health care context. 

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7. Define the terms development, equity, capacity-building and sustainability, and identify the role of 

health and health care in these processes. 

8. Demonstrate beginning understanding of the role of selected Canadian and International 

Development organizations and how they impact the health of nations. 

Course Format: 

Topics will be discussed weekly through three-hour seminars. 

Course Evaluation: 

Seminar Performance Pass/Fail Weekly 

Presentation 20% Weeks 9 and 11 

Major paper 60% Week 7 

Individual portfolio 20% Week following 

presentation 

Total 100% 

EVALUATION 

1. Give an individual or group presentation on a selected topic (20%) 

2. Individual portfolio (20%) 

3. A major paper (10-15 pages) representing a critical evaluation of a specific issue (60%) 

PRESENTATION 

Students present individually or in a group. Each student or the group will decide on a 

topic, country or issue to research for a 30 minute presentation (20 minutes presentation, 

10 minutes questions/answers) to the class. The presentation may take the form of a 

didactic lecture, mini-workshop, seminar, debate, tutorial session or any other form 

deemed appropriate. The overall objective is to research the identified health issue and 

demonstrate your application of relevant concepts and principles to the understanding and 

possible amelioration of the issue. Each student or group will develop evaluation criteria 

and a format for the presentation. 

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INDIVIDUAL PORTFOLIO 

In additional to the above, each student will submit a portfolio of the work they did in 

preparation and implementation of the presentation. This should include: 

1. An annotated bibliography of at least six (6) articles (at least 4 of which are NOT on the course 

required reading list) which were read in preparation for the presentation or class preparation 

2. Each paper will be evaluated based on critical thinking and evidence based criteria 

3. A list of the human and/or material resources and strategies used to research the topic for 

presentation and paper. 

4. Copies of overheads or handouts used (if any) during the presentation. 

5. A statement of no more than 250 words describing what you have learned from this course and 

how you will be utilizing this knowledge in future. 

The portfolio should be handed in one week after the presentation. 

ESSAY 

Each student will write a paper of no more than 3,000 words (10-20 pages) on a health 

issue of international or national relevance. The paper could demonstrate breadth of 

knowledge of an issue which crosses boundaries or depth of knowledge of an issue within 

one jurisdiction. The overall objective is to demonstrate application of knowledge and (if 

possible) synthesis of concepts and principles to the analysis of the issue(s). Papers 

which are relevant to the student’s potential clinical placement or any international life 

experience are encouraged. APA style is required. 

SEMINAR PERFORMANCE (Attendance, accountability to peers and self, evidence 

based dialogue) 

SEMINAR PROCESS 

• Gives you the opportunity to discuss ideas. 

• Allows you to argue your point about certain issues. 

• Is an opportunity to troubleshoot - it helps you to share and solve issues related to your 

study and/or assignments. 

• Can be a good opportunity to review lecture and reading material. 

• Can be a chance to circulate a document, article or illustration to spark a group 

discussion. 

• Allows you the opportunity to use the time and expertise of your tutor and your fellow 

students to enhance learning. 

Expectations 

• come to class prepared with questions and critiques of the readings, etc. 

• show respect for members of the class, both in speech and manner, and for the method 

of shared inquiry and peer discussion. 

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• contribute to the discussion by raising thoughtful questions, analyze relevant issues, 

build on others’ ideas, synthesize across readings and discussions, expand the class’s 

perspective, and appropriately challenge assumptions and perspectives. 

Chambers, E. and Northedge, A. 1997. The Arts Good Study Guide. Milton Keynes: The 

Open University. 

Wareing, S., May, L. and O'Neill, R. 2001. How to StudySuccessfully. 2nd ed. Newport: 

University of Wales College, Newport. 

Text books 

Required: 

Seear, M. (2007). An Introduction to International Health. Toronto: Canadian Scholars’ 

Press Inc. 

Articles: (2012- 2013) 

1. Health Equity Through Action - Social Determinants of Health: Summary 

document: http://bit.ly/17ygPsr: Four briefs on the following themes:Race, 

Racism and the Social Determinants of Health http://bit.ly/145dvjH ; Urban Health 

Building Human Capital: A Community’s Greatest Resource http://bit.ly/14t6s3l ; Urban 

Health Policies That Have Altered the Landscape http://bit.ly/11WnHXy; Place and 

Health: Building Healthy Communities to Reduce Health Disparities http://bit.ly/10gsHda . 

2. A history of the humanitarian system - Western origins and foundations; Eleanor Davey, 

with John Borton and Matthew Foley; HPG Working Paper - June 2013;Overseas 

Development Institute ODI – London, United Kingdom; Available online at: 

http://bit.ly/14sGa17. 

3. Health financing for universal health coverage : Bulletin of the World Health Organization 

- 17 June 2013; Joseph Kutzin; Health Systems Financing, World Health Organization, 

Geneva,Switzerland; Available online at: http://bit.ly/14T2wuJ. 

4. Marketing of foods high in fat, salt and sugar to children: update 2012–2013; WHO 

Regional Office for Europe; Copenhagen, Denmark – June 2013; Available online at: 

http://bit.ly/19V3TwL 

5. Global and regional estimates of violence against women: Prevalence and health effects 

of intimate partner violence and non-partner sexual violence; WHO, Department of 

Reproductive Health and Research – June, 20, 2013 Website: http://bit.ly/180oO0F Full 

report PDF [51p.] at: http://bit.ly/11AKgCe 

6. Dark Sides of the Proposed Framework Convention on Global Health's Many Virtues: A 

Systematic Review and Critical Analysis; Steven J. Hoffman, McMaster University, 

Canada, and Harvard University, USA; John-Arne Røttingen, University of Oslo, Norway, 

and Harvard University, USA; Health & Human Rights Journal 15(1):117-134. – June 

2013; Available online at: http://bit.ly/104W8yx 

7. Environmental Scan of Patient Safety Education and Training Programs: Agency for 

Healthcare Research and Quality - U.S. Department of Health and Human Services’ 

Rockville, MD USA – June 2013; Available online at: http://1.usa.gov/16dT5Fo 

8. Mapping the regulatory architecture for health care delivery in mixed health systems in 

low- and middle-income countries; Kabir Sheikh, Prasanna Saligram, Lakshmi E. 

PrasadPublic Health Foundation of India; Nossal Institute for Global Health, 2013 - 

University of Melbourne ; Available online at: http://bit.ly/16Eqx8J. 

9. Proceedings of the Second Pan American Conference on Obesity with special attention 

to childhood obesity and a workshop: ‘Education for childhood obesity prevention: A life- 

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course approach’ at PACO II; International Journal of Obesity; Volume 3 Supplement 1 - 

June 2013; Available online at http://goo.gl/lauv1; R Visser and R L Atkinson; Int J Obes 

Supp 3: S1-S2; doi:10.1038/ijosup.2013.1 

10. Policymakers’ and other stakeholders’ perceptions of key considerations for health 

system decisions and the presentation of evidence to inform those considerations: an 

international survey: Joshua P Vogel 1,2, Andrew D Oxman3 , Claire Glenton 3, Sarah 

Rosenbaum 3, Simon Lewin 3,4, A Metin Gülmezoglu 2, João Paulo Souza; Health 

Research Policy and Systems 2013, 11:19 doi:10.1186/1478-4505-11-19 – May 24, 

2013. Available online at: http://bit.ly/118o1Gg 

11. Socioeconomic Inequality in Disability Among Adults: A Multicountry Study 

Using the World Health Survey. American Journal of Public Health – 2013; 

Ahmad R. Hosseinpoor, Alana Officer, Emese Verdes, Nenad Kostanjsek, and 

Somnath Chatterji Website: http://bit.ly/11eWNiS 

12. Principles for research on ethnicity and health: the Leeds Consensus Statement: Ghazala 

Mir1, Sarah Salway2, Joe Kai3, Saffron Karlsen4, Raj Bhopal5, George TH Ellison6, Aziz 

Sheikh5; European Journal of Public Health, Vol. 23, No. 3, 504–510; Published by 

Oxford University Press; Available online at: http://bit.ly/10Tof46. 

13. Rethinking the politics and implementation of health in all – HIAP: Matthias 

Wismar, David McQueen, Vivian Lin, Catherine M Jones and Maggie Davies; 

Rethinking the politics and implementation of health in all – HIAP. 

14. 21 Issues for the 21st Century : United Nations Environment Programme UNEP – 

February 2012; Results of the UNEP Foresight Process on Emerging Environmental 

Issues; Available online PDF file [60p.] at: http://bit.ly/zNKhAV. 

Program Resources: 

1. The Global Health Education Consortium > Teaching Modules > 61: Why is The Third World The Third 

World? 

2. The Global Health Education Consortium > Teaching Modules > 29: Global Health in Historical 

Perspective 

The Uses of History. 

3. The Global Health Education Consortium > Teaching Modules > 21: Global Burden of Disease: 

Magnitude and Measures. 

4. The Global Health Education Consortium > Teaching Modules > 20: Global Health and Development The 

Basics. 

5. . The Global Health Education Consortium > Teaching Modules > 27: Primary Health Care: Past, Present 

and Future. 

6. The Global Health Education Consortium > Teaching Modules > 22: Global Health 'Actors' And Their 

Programs. 

7. The Global Health Education Consortium > Teaching Modules > 71: Health Workforce: Training of 

Community Health Workers. 

Media: 

http://www.cbc.ca/ Canadian Broadcasting Corporation news website 

http://www.bbc.co.uk/ British Broadcasting Corporation news website 

http://www.newyorker.com/ The New Yorker magazine website 

http://www.economist.com/index.html The Economist magazine website 

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http://www.macleans.ca/ Macleans magazine website 

http://www.time.com/time/ Time magazine website 

http://www.csmonitor.com/ The Christian Science Monitor Newspaper Website 

http://www.theglobeandmail.com/ The Globe and Mail Newspaper Website 

http://www.nytimes.com/ The New York Times Newspaper Website 

http://www.nationalgeographic.com/ National Geographic Magazine Website 

Government: 

http://www.canada.gc.ca/main_e.html Canadian Government Website (including Health Canada 

links) 

http://www.canadainternational.gc.ca/index.aspx?lang=en Canada International 

http://www.international.gc.ca/index.aspx Canadian Foreign Affairs 

http://www.ainc-inac.gc.ca/index-eng.asp Indian and Northern Affairs Canada 

http://www.acdi-cida.gc.ca/cidaweb/acdi Canadian International Development Agency (CIDA) 

http://www.un.org/ United Nations Website 

http://www.worldbank.org/ World Bank Website 

http://www.who.int/en/ World Health Organization Website 

Other: 

http://www.edchange.org/projects.html Professional Development, Scholarship, Activism for 

Diversity, Social Justice and Community Growth 

http://www.aed.org/ Academy for Educational Development 

http://www.ghwatch.org/index.php Global Health Watch Website 

http://www.milbank.org/index.html Milbank Memorial Fund 

http://www.cfr.org/issue/40/nongovernmental_organizations.html Council on Foreign Relations 

http://www.wango.org/default.aspx World Association of Non-Governmental Organizations 

(WANGO) 

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Nursing 728 

Sept. 11 th to Dec. 4th 

Week 1 

Sept. 11th 

Week 2 

Sept. 18th 

Week 3 

Sept. 25th 

Week 4 

Oct.2nd 

Week 5 

Oct. 9th 

Week 6 

Oct. 16th 

Week 7 

Oct. 23rd 

Week 8 

Oct. 30th 

Week 9 

Nov. 6th 

Week 10 

Nov. 13th 

Week 11 

Nov. 20th 

Week 12 

Nov.27th 

Introduction to International Health: Scope and Nature of Course & 

History of Development 

Basanti Majumdar 

Theories and Concepts of Development 

Discussion: Basanti Majumdar 

Readings & (Video by Prof. Michael Ladouceur) 

Global Health Care Systems and Priorities 

Discussion: Basanti Majumdar 

Readings & (Video by Prof. Michael Ladouceur) 

Canada’s Contribution to International Health 

Student Debate: Pro & Con. 


Individual and Group consultation: 

Major paper and presentation 


Priority Populations - Maternal and Migrants & Refuges Health 

Prof. Jodi Pipes 

McMaster University, School of Nursing 

Mid-term evaluations 

Capacity Building and Sustainability Community involvement 

Participatory Research 


Major paper due 

PHC in Under-serviced Communities: Theory in Practice 

Speaker: Dr. Zari Gill, Director Infectious Diseases I Global Health 

& WASH Team| World Vision International 

Student Presentation 



Priority Populations - Aboriginal & Metis people Health 

Danielle N. Soucy, MA 

Director & Program Coordinator 

Aboriginal Students Health Sciences (ASHS) & Assistant Clincial 

Professor (Adjunct) Dept. Family Medicine 


Wrap up 

final evaluation 

Portfolio Due 

Portfolio Due 

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Session 1 

Introduction to International Health: Scope and Nature of the Course 

History of Development 

Objectives 

1. To provide an overview of the scope, objectives, format and expectations for the course. 

2. To introduce the faculty and students to each other. 

3. To review the historical determinants of the global development and the impact of 

globalization on the health of the people. 

4. To identify the students’ interests and experiences and match with potential clinical 

placements based on geographical, cultural and/or clinical areas of interest. 

Key Concepts: development, developing countries, less industrialized countries 

Suggested Tutorial Activities 

1. Outline the course expectations and format including roles, expectations and plans of the 

students and tutors in the literature to be examined. 

2. Introduce participants’ areas of knowledge and experience, personal objectives in taking 

course, and identification of possible clinical placements. 

3. Introduce and discuss different “views” of the world with particular reference to “developing” 

countries and vulnerable populations. 

Required Readings 

Seear, M. (2007). An Introduction to International Health. Parts I. & II (p. 3-73). Toronto: 

Canadian Scholars’ Press Inc. 

Recommended Readings 

Hanson, K, Ranson, MK, Oliveira-Cruz, V, & Mills, A. (2003). Expanding access to 

Priority health interventions: A framework for understanding the constraints to scaling 

up. Journal of International Development, 15, 1-4. 

Juma, C & Yee-Cheong, L. (2005). Reinventing global health: the role of science, 

technology and innovation. The Lancet. Available at: 

http://www.unmilliniumproject.org/documents/TheLancet_sci_tech.pdf 

Keppel K, Pamuk E, Lynch J, et al. (2005). Methodological issues in measuring health 

disparities, National Center for Health Statistics. Vital Health Stat 2(141). 

Available at: http://www.cdc.gov/nchs/data/series/sr02_141.pdf 

Todaro, M. P. & Smith, S. C. (2009). Economics, institutions and development: A global 

perspective. In M.P. Todaro & S.C. Smith (Eds.). Economic Development (10th ed), (pp. 2-38). 

Toronto: Addison -Wesley. 

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On-Line References 

Global Health Watch Report 2007 

http://www.ghwatch.org/GHW2007_8.php 

The Future of Academic Medicine: Five Scenarios to 2025: 

http://www.milbank.org/reports/0507FiveFutures/0507FiveFutures.html 

The Interaction between Democracy and Development. Available at: 

http://unesdoc.unesco.org/images/0013/001323/132343e.pdf 

Public Health Mapping and GIS, Communicable Diseases, World Health Organization. 

2007 

http://www.who.int/entity/whosis/whostat2007 

World Health Statistics 2007-2011 

http://www.euro.who.int/document/e89383.pdf - part 1 

http://www.euro.who.int/document/e89384.pdf - part 2 

Seminar Activity 

 

Discussion to prepare for the course 

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Session 2 

Theories and Concepts of Development 

Objectives 

1. To examine several models of development. 

2. To introduce theories and concepts in development and the values and beliefs which underlay 

these. 

3. To critically challenge assumptions about development in Canada and internationally. 

4. To discuss how development projects may have a harmful as well as a beneficial effect on 

populations. 

5. To explore the concept of sustainability in development. 

6. To describe examples of effective development projects; considering what is meant by 

“effective” and who determines this. 

Key Concepts: colonization, democratization, dependency, modernization, gender in 

development, non-governmental organizations, structural adjustment 

Readings 

Connelly, MP, Murray Li, T, McDonald, M, & Parpart, JL. (1995). Restructured 

Worlds/Restructured Debates: Globalization, Development and Gender. In B 

Levy & C Andrews (Eds.) Canadian Journal of Development.Studies - Special 

Issue (pp. 15-38). 

Seear, M. (2007). An Introduction to International Health. Part IV. Toronto: Canadian 

Scholars’ Press Inc. 

On Line Lecture 

“Theories of Development” and “Theories of Development, 2007” 

Speaker: Dr. Gary Warner 

References 

De Paula, S, & and Dymski, GA., Eds. (2005). Remaining Growth - Towards a Renewal 

of Development Theory. London: Zed Books Inc. 

Dower, N. (2005). Development and Globalization: the Ethical Challenges. Martin 

Benjamin Distinguished Lecture Michigan State University. Available at: 

http://www.msu.edu/unit/phl/devconference/DowerE&Dv3.pdf 

McCoy, D, Bambas, L, & et al. (2003). Global Equity Gauge Alliance: Reflections on 

Early experiences. J Health Popul Nutr, 21(3), 273-287. 

Ramalingam, B. (2005). Implementing knowledge strategies: Lessons from 

international development agencies. Working Paper 244. London: Overseas 

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Development Institute. 

Sachs, J. (2005). The End of Poverty: Economic Possibilities for Our Time. Penguin 

Group. Available at: 

http://www.earthinstitute.columbia.edu/endofpoverty/index.html 

Tadaro, M. (1997). Theories of Development: A Comparative Analysis. In Tadaro, M. 


1. Applying Development Theories to Strategies in Global Health and Development 

Student will receive case scenarios from developing and more industrialized countries, 

describing different strategies for development. In sub-groups, students will: 

i. describe the “development project” (students pick at least one project from a low income 

country to contrast with a more industrialized country) 

ii. discuss what values underlie the development strategy i.e. local ownership, collective vs. 

individual benefits, support for the environment, equity, social justice, etc. 

iii. discuss how the strategy/intervention will contribute to sustainable development - for 

whom? 

iv. debate whether the strategy could be applied in our local context. 

2. Student will break into groups to discuss development theories based on reading and network 

searches, and do mini presentations about 10 minutes of planning. Students will use 

appropriate Av materials like white board/power point. 

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DEVELOPMENT MEANS 

Below is a list of statements about development. Read through the list. 

1. Draw a line through statements with which you can agree. 

2. Put a check mark (√) next to the statements that define development correctly. 

3. Circle the definition that is the most important. 

Development is… 

___ the realization of social, political and economic rights 

___ recognizing our interdependence with others 

___ technological advancement 

___ redistribution of wealth 

___ equal opportunity for all 

___ an increase in gross national product 

___ integrating the underdeveloped world into the modern world economy 

___ the result of initiative, hard work and entrepreneurial skills 

___ dealing with third world overpopulation problems 

___ transforming social and political structures 

___ rectifying unjust economic relations between rich and poor 

___ the meeting of basic human needs (e.g. adequate food) 

___ enabling people’s self determination 

___ a measure of a certain standard of living 

___ a new international economic order 

___ ending racism and sexism 

___ national self-determination and self-reliance, free of foreign intervention 

___ freedom from oppression 

___ increasing the world food supply 

___ helping people who are less well off 

___ supporting national liberation struggles 

other_________________________________________________________________ 

Exercise taken from: 

Huntly, A. (1987). Development means. In Development is…an introduction study kit on 

development. Ottawa, Canada: CUSO. Experience One. 

13

Session 3 

Health Care Systems and Priorities 

Objectives: 

1. Situate the development of a national health care system within the current sociopolitical 

reality. 

2. Identify the impact of economic and political forces on the development of a 

health care system. 

3. Identify national and international issues that impact on the health status of a 

nation. 

Key concepts: Global Health, WHO, PAHO, Millennium Development Goals; 

Neoliberalism, NAFTA, Public/Private Mix 

Readings 

Article/framework for analyzing a HCS; Seear Text 

Seminar activities 

Select a global health care issue and discuss the historical and current response of a national 

health system of your choice. Consider regional, national and international impact. 


Boutros-Ghali, B. (2003). The Interaction between Democracy and Development. 

Available at: http://unesdoc.unesco.org/images/0013/0013243e.pdf 

Blagescu, M., & Young, J. (2005). Partnerships and Accountability: Current 

thinking and approaches among agencies supporting Civil Society Organizations, 

Working Paper 255. London: Overseas Development Institute. Available at: 

http://www.odi.org.uk/publications/working_papers/wp255.pdf 

Case, A, Paxton, C & Vogl, T. (May 2006) Socioeconomic Status and Health in 

Childhood: A comment on Chen, Martin & Matthews (2006). National Bureau of 

Economic Research. Working Papers Series. Available at: 

http://www.princeton.edu/~rpds/downloads/case_paxson_vogl_15090%20w12267.pdf 

Dresch, N, Dolea, C, Dal Poz, MR, Govharev, A, Adams, O et al. (2005). An approach to 

estimating human resource requirements to achieve the Millennium Development 

Goals. Health Policy & Planning 20(5), 267-276. Available at: 

http://heapol.oxfordjournals.org/cgi/content/abstract/20/5/267 

OECD (February 2005). Forum on Partnerships for More Effective Development. Available at: 

http://www.oecd.org/document/49/0,2340,en_2649_33721_34060145_1_1_1_1,00.html 

14

Sen, A. (2005). Ethics, Development and Disaster. Available at: 

http://www.iadb.org/etica/sp4321/DocHit.cfm?DocIndex=2062 

Sachs, J. (2004) Health in the developing world: Achieving the Millennium 

Development Goals. Bulletin of the World Health Organization, 82(12), 947-949. 

Available at: http://www.who.int/bulletin/volumes/82/12/en/947.pdf 

Tschirgi, N. (2005). Peace Building through Global Peace and Development. 

Development, 48(3), 50-56. Available at: 

http://www.palgrave-journals.com/development/journal/v48/n3/pdf/1100163a.pdf 

World Bank Institute (2005). Special Report: Reaching the Poor with Health Development 

Outreach: Putting knowledge to work for development. Available at: 

http://www1.worldbank.org/devoutreach/may05/index.asp 

World Development Report 2006 

http://siteresources.worldbank.org/EXTWDR2011/Resources/6406082- 

1256239015781/WDR_2011_Overview.pdf 

World Development Report 2006 on Equity and Development. Available at 

http://www.worldbank.org/wdr2006 

In preparation for participation in weekly seminars, please view lectures and 

presentations available at the following website: 

http://www.learnlink.mcmaster.ca/Login/WWW/bscn/courses/n4h03/index.html 

15

Session 4 

Canada’s Contribution to International/Global Health 

Objectives 

1. Review of Canadian International Agencies (CIDA, IDRC, MSF) 

2. Examine categories of project contribution 

3. Explore methods to evaluate the impact of the activities 

4. Explore the impact of events on funding priorities for health 

Key Concepts: international/Global health, health agencies, funding 

Readings 

Black, C, McGrail, K et al., (2005). Data, Data, Everywhere…: Improving access to 

population health and health services research data in Canada. Health Network, CPRN, 

Final Report. Available at: http://www.cprn.org/documents/36948_en.pdf 

Seear, M. (2007). An Introduction to International Health. Parts III & IV (p. 99-237). 

Toronto: Canadian Scholars’ Press Inc. 

On Line Lectures 

“Canadian Coalition for Global Health Research (CCGHR)” 

Speaker: Dr. Victor Neufeld 

“Canada’s Contribution to International Health” 

Speaker: Dr. Andrea Baumann 


Exploring the 70/30 Split: How Canada's Health Care System Is Financed – Available at: 

http://secure.cihi.ca/cihiweb/disPage.jsp?cw_page=PG_469_E&cw_topic=469&cw_rel= 

AR-1282_E 

Global Health Research Institute Website: http://www.cihr-irsc.gc.ca/e/193.html 

Canadian Coalition for Global Health Research online lecture available at: 

http://;earnlink.mcmaster.ca/Login/_www/bscn/courses/NH4H03 

Canadian Coalition for Global Health Research. Website: http://www.ccghr.ca 

McMaster University Systems-Linked Research Unit on Health and Social Services 

Utilization http://www.fhs.mcmaster.ca/slru 

Community-Linked Evaluation AIDS Resource: http://www.fhs.mcmaster.ca/slru/clear 

16

McMaster-Lancet Challenge Conference: Peace through Health: Learning from Action 

(2005). Centre for Peace Studies and Population Health Research Institute. 

Available at: http://www.humanities.mcmaster.ca/peace-health/Conf2005.htm 


 

 

Discuss lecture & readings 

Discuss articles from “current events” related to Canada’s role in international 

development 

17

Session 5 

Individual and Group consultation: 

Major paper and presentation 

1. Please come with your topic for Presentation and Major paper 

2. Discuss your rational for selecting the topic for both assignments 

3. Share your ideas for presentation of your presentation session 

4. Bring an outline of your reference 

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Session 6 A 

Priority Populations: Maternal Health 

Objectives: 

1. To gain an appreciation of the relationship between social inequality, health and 

development. 

2. To explore the evolution of development frameworks that address inequality and health (e.g. 

WID, WAD, GAD, MDGs). 

3. To examine ways of promoting health and education of women and girls in selected 

cultural contexts. 

Key terms: gender, immigration, economic status, power 


A variety of large group and small group exercises will be used to demonstrate the intricacy of 

gender as a determinant of the health of women, their families and their communities. 


Seear, M. (2007). An Introduction to International Health. Part V (p. 143-258). Toronto: 


Asada, Y. (2005). A framework for measuring health inequity. Journal of 

Epidemiology and Community Health. Available at: 

http://jech.bmjournals.com/cgi/content/full/59/8/700 

Additional References 

Baldyga, W. & Petersmarck, K. (2005). Reducing health disparities: what is being 

done, what works. Prev Chronic Diseases (2) 2. Available from: 

http://www.cdc.gov/pcd/issues/2005/apr/05_0002.htm 

Belli, PC, Bustreo, R, & Preker, A. (2005). Investing in children’s health: what are the 

economic benefits? Bulletin of the World Health Organization, 83 (10), 721–800. 

Available at: http://www.who.int/bulletin/volumes/83/10/777/pdf 

Bryant, J. (2005). Children of international migrants in Indonesia, Thailand, and the 

Philippines: a review of evidence and policies, Innocenti Working Paper No. 005- 

05. Florence, UNICEF Innocenti Research Centre. Available at: 

http://www.unicef-icdc.org/publications/pdf/iwp2005_05.pdf 

Connelly, P, Murray LT, MacDonald, M & Parpart, J. (1995). Restructured worlds, 

restructured debates: globalization, development and gender. Canadian Journal 

of Development Studies, Special Edition, 17-38. 

Freedman, LP, Waldman, RJ, de Pinho, H, Wirth, ME, Mushtaque, A, Chowdhury, R & 

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Rosenfield, A. (March 2005). Transforming health systems to improve the lives of 

women and children. The Lancet, March 2005. Available at: 

http://www.unmillemiumproject.org/docuemnts/TheLancetChildHealthMaternallHealth.p 

df 

Grown, C, Gupta, GR & Pa, R. (2005). Taking action to improve women’s 

health through gender equality and women’s empowerment. The Lancet. Available at: 

http://www.unmillenniumproject.org/documents/TheLancetGender.pdf 

Ljung, R, Peterson, S, Hallqvist, J, Heimerson, I, & Diderichsen, F. (February 2005). Are 

poor people less healthy? Socioeconomic differences in the burden of disease in 

Sweden. Bulletin of the World Health Organization, 83 (2). Available at: 

http://www.who.int/bulletin/volumes/83/2/en/92.pdf 

Mackenbach, JM & Stronks, K. (2004) International Journal for Equity in Health, 

3(11). Available at: http://www.equityhealthj.com/content/3/1/11 

McIntyre, S, Hunt, K & Sweeting, H. (1996). Gender differences in health: are things 

really as simple as they seem? Soc.Sci.Med. 42(4), 617-624. 

Rajani, A. (1995). Evaluating experience: CIDA’s Women in Development Policy, 1984- 

94. Canadian Journal of Development Studies, Special Edition, 79-88. 

Santow, G. (1995). Social roles and physical health: the case of female disadvantage in 

poor countries. Soc.Sci.Med. 40, 147-161. 

Scott, C. (1995). Gender and Development: Rethinking Modernization and Dependency 

Theory. Denver, CO: Lynne Reinner Pub. 

Stephens, C, Porter, J, Nettleton, C & Willis, R. (17 June 2006). Disappearing, 

displaced, and undervalued: a call to action for Indigenous health worldwide. The Lancet 

367 (9527), 2019-2028. Available at: 

http://download.thelancet.com/pdfs/journals/0140-6736/PIIS0140673606688922.pdf 

Tackling Health Inequalities: Governing for Health Summit 

http://www.dh.gov.uk/PolicyAndGuidance/International/EuropeanUnion/EUPresidency2 

005/EUPresidencyArticle/fs/en?CONTENT_ID=4119613&chk=Xa2sOh 

Visvanathan, N. (Ed.) (1997). Survey of theoretical debates. In Visvanthathan, N. (Ed.) 

The Women, Gender and Development Reader. Halifax, NS: Fenwood 

Publishing Ltd., pp. 17-32. 

Pond, B & McPake, B. (2006). The health migration crisis: the role of four 

Organizations for Economic Cooperation and Development countries. The Lancet, 

367(9520). Available at: 

http://www.theolancet.com/journals/lancet/article/PIIS0140673606683463/fulltext 

20

On-Line Reference 

Pan American Health Organization http://www.oecd.org/dac/gender 

Reproductive Health/Pregnancy/STDs http://www.fhi.org/en/ctu/adoltpm/main.htm 

Latin American Health Reform 

http://www.contracts.health-sector-reform.org 

http://www.americas.health-sector-reform.org 

Coalition for Research in Women’s Health http://www.CRWH.org 

Center for Social Epidemiology and Population Health http://www.sph.umich.edu/cseph 

Combining Qualitative and Quantitative Approaches in Poverty Analysis 

http://www.q-squared.ca 

Family Health International. Reproductive Health/Pregnancy/STDs 

http://www.fhi.org/en/ctu/adoltpm/main.html 

Gender Equality and Development (OECD) http://www.oecd.org/dac/gender 

Health Care Reform: Canada in an International Setting .http://www.cprn.org/en 

Human Security Report – Follows trends of Political Violence 

http://www.humansecurityreport.info 

International Society for Equity in Health: 2006 Post Conference Information 

http://www.iseqh.org/index_en.htm 

Progress of the World’s Women 2005: Women, Work & Poverty,” UNIFEM United 

Nations Development Fund for Women. Available at: 

http://www.unifem.org/attachments/products/PoWW2005_overview_eng.pdf 

Tackling Health Inequalities: Status Report on the Programme for Action. Department of 

Health. England, 11 August 2005. Report available at: 

http://www.dh.gov.uk/assetRoot/04/11/76/98/04117698.pdf 

WHO (May 2005). Towards a Conceptual Framework for Analysis and Action on the 

Social Determinants of Health. WHO Commission on Social Determinants of 

Health. Cairo. Available at: 

http://ftp.who.int/eip/commission/Cairo/Meeting/CSDH%20Doc%20%20%20Conceptual 

%20framework.pdf 

UNDP (2005) Discussion on the Gender-related Development Index (GDI) and the 

Gender Empowerment Measure (GEM). United Nations Development 

Programme. Available at: 

http://hdr.undp.org/network/messageview.cfm?catid=8&threadid=100 

UNFPA (2005) State of the World Population. Available at: 

http://www.unfpa.org/swp/2005/pdf/en/_swp05.pdf 

21

UNICEF (2007) The State of the World’s Children. Executive Summary available at: 

http://www.unicef.org/publications/files/The_State_of_the_Worlds_Children_2007Execu 

tive_Summary_E.pdf 

UNICEF (2007) State of the World’s Children 2007 Quiz. Available at: 

http://www.unicef.org/sowc07/quiz/index.html 

UNRISD Report on Gender Equality: Striving for Justice in an Unequal World ( 

2005). Progress for Children: A Report Card on Gender Parity and Primary 

Education (2).UNICEF. Available at: 

http://www.unicef.org/publications files/PFC2_rev_July_2005_3506_Eng_01.pdf 

British Medical Association (2006). Poverty and deprivation – key causes of mental 

Health problems in children. Available at: 

http://www.bma.org.uk/ap.nsf/Content/Childadolescentmentalhealth 

World Forum on Human Rights (2006) 2 nd World Forum on Human Rights. Nantes, 

France. Available at: http://www.forum-humanrights.org 

22

Objectives: 

Session 6B 

Priority Populations: Migrants & Refugees Health 

1. To discuss the contribution of “high risk” individuals to the economic welfare of 

society. 

2. To differentiate between individual and systemic inequity based on gender, age, and 

citizenship and its implications in the determination and resource allocation to priority 

health problems globally. 

Key terms: gender, immigration, economic status, power 


A variety of large group and small group exercises will be used to demonstrate the intricacy of 

gender as a determinant of the health of women, their families and their communities. 


Seear, M. (2007). An Introduction to International Health. Part V (p. 143-258). Toronto: 


Asada, Y. (2005). A framework for measuring health inequity. Journal of 

Epidemiology and Community Health. Available at: 

http://jech.bmjournals.com/cgi/content/full/59/8/700 

Additional References 

Baldyga, W. & Petersmarck, K. (2005). Reducing health disparities: what is being 

done, what works. Prev Chronic Diseases (2) 2. Available from: 

http://www.cdc.gov/pcd/issues/2005/apr/05_0002.htm 

Belli, PC, Bustreo, R, & Preker, A. (2005). Investing in children’s health: what are the 

economic benefits? Bulletin of the World Health Organization, 83 (10), 721–800. 

Available at: http://www.who.int/bulletin/volumes/83/10/777/pdf 

Bryant, J. (2005). Children of international migrants in Indonesia, Thailand, and the 

Philippines: a review of evidence and policies, Innocenti Working Paper No. 

2005-05. Florence, UNICEF Innocenti Research Centre. Available at: 

http://www.unicef-icdc.org/publications/pdf/iwp2005_05.pdf 

Connelly, P, Murray LT, MacDonald, M & Parpart, J. (1995). Restructured worlds, 

restructured debates: globalization, development and gender. Canadian Journal 

of Development Studies, Special Edition, 17-38. 

Freedman, LP, Waldman, RJ, de Pinho, H, Wirth, ME, Mushtaque, A, Chowdhury, R & 

Rosenfield, A. (2005). Transforming health systems to improve the lives of 

women and children. The Lancet, March 2005. Available at: 

http://www.unmillemiumproject.org/docuemnts/TheLancetChildHealthMaternallHealth.p 

df 

Grown, C, Gupta, GR & Pa, R. (2005). Taking action to improve women’s 

health through gender equality and women’s empowerment. The Lancet. 

23

Available at: 

http://www.unmillenniumproject.org/documents/TheLancetGender.pdf 

Ljung, R, Peterson, S, Hallqvist, J, Heimerson, I, & Diderichsen, F. (2005). Are 

poor people less healthy? Socioeconomic differences in the burden of disease in 

Sweden. Bulletin of the World Health Organization, 83 (2). Available at: 


Mackenbach, JM & Stronks, K. (2004) International Journal for Equity in Health, 

3 (11). Available at: http://www.equityhealthj.com/content/3/1/11 

McIntyre, S, Hunt, K & Sweeting, H. (1996). Gender differences in health: are things 

really as simple as they seem? Soc.Sci.Med. 42(4), 617-624. 

Rajani, A. (1995). Evaluating experience: CIDA’s Women in Development Policy, 1984- 

94. Canadian Journal of Development Studies, Special Edition, 79-88. 

Santow, G. (1995). Social roles and physical health: the case of female disadvantage in 

poor countries. Soc.Sci.Med. 40, 147-161. 

Scott, C. (1995). Gender and Development: Rethinking Modernization and Dependency 

Theory. Denver, CO: Lynne Reinner Pub. 

Stephens, C, Porter, J, Nettleton, C & Willis, R. (2006). Disappearing, 

displaced, and undervalued: a call to action for Indigenous health worldwide. The 

Lancet 367 (9527), 2019-2028. Available at: 

http://download.thelancet.com/pdfs/journals/0140-6736/PIIS0140673606688922.pdf 

Tackling Health Inequalities: Governing for Health Summit 

http://www.dh.gov.uk/PolicyAndGuidance/International/EuropeanUnion/EUPresidency2 

005/EUPresidencyArticle/fs/en?CONTENT_ID=4119613&chk=Xa2sOh 

Visvanathan, N. (Ed.) (1997). Survey of theoretical debates. In Visvanthathan, N. (Ed.) 

The Women, Gender and Development Reader. Halifax, NS: Fenwood 

Publishing Ltd., pp. 17-32. 

Pond, B & McPake, B. (2006). The health migration crisis: the role of four 

Organizations for Economic Cooperation and Development countries. The 

Lancet, 367(9520). Available at: 

http://www.theolancet.com/journals/lancet/article/PIIS0140673606683463/fulltext 

On-Line Reference 

Pan American Health Organization http://www.oecd.org/dac/gender 

Reproductive Health/Pregnancy/STDs http://www.fhi.org/en/ctu/adoltpm/main.htm 

Latin American Health Reform 

http://www.contracts.health-sector-reform.org 

24

http://www.americas.health-sector-reform.org 

Coalition for Research in Women’s Health http://www.CRWH.org 

Center for Social Epidemiology and Population Health http://www.sph.umich.edu/cseph 

Combining Qualitative and Quantitative Approaches in Poverty Analysis 

http://www.q-squared.ca 

Family Health International. Reproductive Health/Pregnancy/STDs 

http://www.fhi.org/en/ctu/adoltpm/main.html 

Gender Equality and Development (OECD) http://www.oecd.org/dac/gender 

Health Care Reform: Canada in an International Setting. http://www.cprn.org/en 

Human Security Report – Follows trends of Political Violence 

http://www.humansecurityreport.info 

International Society for Equity in Health: 2006 Post Conference Information 

http://www.iseqh.org/index_en.htm 

Progress of the World’s Women 2005: Women, Work & Poverty,” UNIFEM United 

Nations Development Fund for Women. Available at: 

http://www.unifem.org/attachments/products/PoWW2005_overview_eng.pdf 

Tackling Health Inequalities: Status Report on the Programme for Action. Department of 

Health. England, 11 August 2005. Report available at: 

http://www.dh.gov.uk/assetRoot/04/11/76/98/04117698.pdf 

WHO (2005). Towards a Conceptual Framework for Analysis and Action on the 

Social Determinants of Health. WHO Commission on Social Determinants of Health. 

Cairo. Available at: 

http://ftp.who.int/eip/commission/Cairo/Meeting/CSDH%20Doc%20%20%20Conceptual 

%20framework.pdf 

UNDP (2005) Discussion on the Gender-related Development Index (GDI) and the 

Gender Empowerment Measure (GEM). United Nations Development 

Programme. Available at: 

http://hdr.undp.org/network/messageview.cfm?catid=8&threadid=100 

UNFPA (2005) State of the World Population. Available at: 

http://www.unfpa.org/swp/2005/pdf/en/_swp05.pdf 

UNICEF (2007) The State of the World’s Children. Executive Summary available at: 

http://www.unicef.org/publications/files/The_State_of_the_Worlds_Children_2007Execu 

tive_Summary_E.pdf 

UNICEF (2007) State of the World’s Children 2007 Quiz. Available at: 

http://www.unicef.org/sowc07/quiz/index.html 

25

UNRISD Report on Gender Equality: Striving for Justice in an Unequal World ( 

2005). Progress for Children: A Report Card on Gender Parity and Primary Education 

(2).UNICEF. Available at: 

http://www.unicef.org/publications files/PFC2_rev_July_2005_3506_Eng_01.pdf 

British Medical Association (2006). Poverty and deprivation – key causes of mental 

Health problems in children. Available at: 

http://www.bma.org.uk/ap.nsf/Content/Childadolescentmentalhealth 

World Forum on Human Rights (2006) 2 nd World Forum on Human Rights. Nantes, 

France. Available at: http://www.forum-humanrights.org 

26

Session 7 

Capacity Building and Sustainability, Community Involvement and Participatory Research 

Objectives 

1. To understand the concepts of Capacity Building and Sustainability. 

2. To understand the process of research capacity building based on local knowledge in 

international health. 

3. To understand a framework of sustainable development. 

4. To explore the relationship between sustainability and equity in relation to PHC in developing 

countries. 

5. Explore the process of Community involvement 

6. Understand participatory research method 

Key concepts: capacity building sustainability, equity, local knowledge, social, political, 

environmental, political, cultural constructions of health 

Required Reading 

Seear, M. (2007). An Introduction to International Health. Parts V & VI (p 259-346). 


On-line lecture 

“Capacity Building” 

Speaker: Dr. Andrea Baumann 


Seear, M. (2007). An Introduction to International Health. Parts V & VI (p 259-346). 


References 

Anderson, E & O’Neil, T. (2006). A New Equity Agenda? Reflections on the 2006 World 

Development Report, the 2005 Human Development Report and the 2005 Report 

on the World Social Situation. Overseas Development Institute working paper. 

Available at: http://www.eldis.org/vfile/upload/1/document/0708/DOC21763.pdf 

Bartram, J, Lewis, K, Lenton, R & Wright. A. (2005). Focusing on improving 

water and sanitation for health. The Lancet, Available at: 

http://www.unmillenniumproject.org/documents/TheLancetWater.pdf 

Center for Global Development. (2006). When Will We Ever Learn? Improving 

27

Lives Through Impact Evaluation. Final report of the Evaluation Gap Working 

Group. Washington, D.C. Available at: 

http://www.cgdev.org/files/7973_file_WillWeEverLearn.pdf 

Ehrlich, A. (1999). Video review; The Barefoot College: Knowledge Demystified. The 

Canadian Journal of Nursing Research, 31(3), 143-145. 

Figueroa, ME, Kincaid, DL, Rani, M, & Lewis, G. (2002). Communication for social 

change: an integrated model for measuring the process and its outcomes. The 

Communication for Social Change Working Paper Series: No.1. Available at: 

http://www.communicationforchange.org/publications-resources.php?id=107 

Gericke, CA, Kurowski, C, Ranson, MK, & Mills, A. (April 2005). Intervention complexity 

– a conceptual framework to inform priority-setting in health. Bulletin of the 

World Health Organization, 83(4), 241-320. Available at: 


Hooke, W & Rogers, PG, eds. (2005). Public Health Risks of Disasters: Communication, 

Infrastructure, and Preparedness. Roundtable on Environmental Health 

Sciences, Research, and Medicine, National Research Council. National 

Academy of Sciences. Available at: 

http://www.nap.edu/openbook.php?isbn=0309095425 

Inter American Development Bank IADB/BID. (2006). Sustaining Development for 

All: Expanding Access to Economic Activity and Social Services. Sustainable 

Development Department. Available at: 

http://www.iadb.org/sds/dpc/SustaioningDevForAll.pdf 

Medeiros, M & Costa, J. (2006). Poverty among women in Latin America: 

Feminization or over-representation? International Poverty Centre, UNDP/IPEA 

United Nations Development Programme – Working Paper No.20. Available at: 

http://www.undp-povertycentre.org/newsletters/WorkingPaper20.pdf 

Melnick, DJ, Kakabadse Navarro, Y, McNeely, J, Schmidt-Traub, G & Sears, RR. 

(2005). The Millennium Project: the positive health implications of 

improved environmental sustainability. The Lancet, 635. Available at: 

http://www.unmillenniumproject.org/documents/TheLancetEnvironment.pdf 

Narayan, D, ed. (2005). Measuring Empowerment: Cross Disciplinary 

Perspectives. World Bank. Available at: 

http://publications.worldbank.org/ecommerce/catalog/product?item_id=3839257 

PolicyLink Health Disparities Team. (2002). Reducing Health Disparities 

through a focus on communities: a report. Available at: 

http://www.policylink.org/pdfs/HealthDisparities.pdf 

Sanchez, PA. & Swaminathan, MS. (2005). Hunger in Africa: the link between 

unhealthy people and unhealthy soils. The Lancet. Available at: 

http://www.unmillenniumproject.org/documents/TheLancetHunger.pdf 

Schröter, D. (2005). Vulnerability to Changes in Ecosystem Services. CID Graduate 

28

Student and Postdoctoral Fellow Working Paper No.10. Cambridge, MA: 

Development, Harvard University. Available at:: 

http://www.cid.harvard.edu/cidwp/pdf/grad_student/010.pdf 

Sclar, ED, Garau, P, & Gabriella, C. (2005). Millennium Project: The 21st century 

health challenge of slums and cities. The Lancet, 365(9462). 


World Resources Institute (WRI) at: 

http://www.wri.org/biodiv/pubs_description.cfm?PubID=4073 

Society at a Glance: OECD Social Indicators - 2005 Edition, Society at a Glance indicator 

spotlight social policy challenges in OECD countries. Available at: 

http://www.wri.org/biodiv/pubs_description.cfm?PubID=4073 

DVD: UNESCO (1997) Knowledge Demystified: the Barefoot College (45 mins) 


 

Discuss readings 

29

Session 8 

Primary Health Care in Under-serviced Communities: 

Theory on Practice 

Objectives 

1. To define community participation and determine its role in the development process. 

2. To apply the principles of Primary Health Care to participatory development. 

3. To understand the barriers of entering a new community. 

4. To explore some of the political and budgetary restrictions during implementation of selected 

interventions. 

5. To describe the concept of “training of trainers” and discuss its role as a participatory 

development strategy. 

6. To discuss field experience related to past and present projects and lesson learned. 

7. To understand the evaluation process of field activities related to PHC and lessons learned. 

8. To understand the use of appropriate technology which are easily available and affordable by 

the communities. 

Key Concepts: authentic participation, paricipatory development, training of trainers, barriers, 

evaluation, field experience, and lessons learned. 


Seear, M. (2007). An Introduction to International Health. Part VI (p. 307-3446). Toronto: 


On-line lecture 

“Primary Health Care in Underserviced Communities” 

Speaker: Dr. Zari Gill“ 

References 

Attridge, CJ & Preker, AS. (March 2005). Improving Access to Medicines in Developing 

Countries, Application of New Institutional Economics to the Analysis of 

Manufacturing and Distribution Issues. World Bank’s Human Development 

Network. Available at: 

http://siteresources.worldbank.org/HEALTHNUTRITIONANDPOPULATION/Resource 

s/281627-1095698140167/AttridgeImprovingAccessFinal.pdf 

Birdsall, N, Rodrik, D, & Subramanian, A. (2005). How to Help Poor 

Countries. Foreign Affairs. Available at: 

http://www.foreignaffairs.org/20050701faessay84410/nancy-birdsall-dani-rodrik-arvindsubramanian/how-to-help-poor-countries.html 

30

Brown, DL. (1985). People Development and Participatory Research. Harvard 

Educational Review, 55(1), 69-75. 

Chambers, R. (1994). The Origin and Practice of Participatory Rural Appraisal. World 

Development, 22(7), 953-969. 

Daniels, N, Flores, W, Pannarunothai, S, Ndumbe, PN, Bryant, JH, Ngulube, TJ, & 

Wang, Y. (July 2005). An evidence-based approach to benchmarking the 

fairness of health- sector reform in developing countries. Bulletin of the World 

Health Organization (BLT), July 2005. Available online at: 

http://www.who.int/bulletin/volumes/83/7/534.pdf 

Edwards, N, Bunn, N, Mei, W, & Dao, Z. (1999). Building Community Health Nursing in 

The People=s Republic of China: A Partnership between Schools of Nursing in 

Ottawa, Canada and Tianjin, China. Public Health Nursing 16(2), 140-145. 

Ezzati, M, Vander Hoorn, S, Lawes, CM, Leach, R, James, WPT, Lopez, A, et al. (May 

2005). Rethinking the ‘Diseases of Affluence’ Paradigm: Global Patterns of 

Nutritional Risks in Relation to Economic Development,” PLoS Medicine, 2(5). 

Available at: http://medicine.plosjournals.org/perlserv/?request=getdocument&doi=10.1371/journal.pmed.0020133 

Fay, M., Ed., (2005). The Urban Poor in Latin America. The World Bank Washington, 

D.C.Available at: 

http://siteresources.worldbank.org/INTURBANDEVELOPMENT/Resources/UrbanPoor 

Text.pdf 

Figueras, P, McKee, M, Mossialos, E & Saltman, RB (Eds.) (2006). European 

Observatory on Health Systems and Policy Series. Primary care in the driver’s 

seat? Available at: http://www.euro.who.int/Document/E87932.pdf 

Hardy, B, Hudson, B & Waddington, E. (2003). Assessing strategic partnership: the 

Partnership assessment tool. Strategic Planning Taskforce, Office of the Deputy 

Prime Minister, UK. Available at: 

http://www.nuffield.leeds.ac.uk/downloads/pat.pdf 

Hickey, S & Braking, S, eds. (2005). Exploring the Politics of Poverty Reduction: 

How are the poorest represented. Development 33 (6). Available online at: 

http://www.sciencedirect.com/science/journal/0305750X 

Labonte, R. The G8, Africa and Global Health: A Platform for Global Health Equity. 

University of Ottawa: Institute of Population Health. Available at: 

http://pcwww.liv.ac.uk/~alexss 

Lloyd-Sherlock, P. (2000). Failing the needy: Public social spending in Latin America. 

Journal of International Development, 12, 101-119. 

Montenegro, RA & Stephens, C. (2006). Indigenous health in Latin America and 

The Caribbean. The Lancet 367(9525), 1859-1869 

31

Morrel C, Broun D, Dangi A, Elias C, Gardner C, Gupta RK et al (2005). Health 

innovation in developing countries to address diseases of the poor. Innovative 

Strategy Today ejournal, 1(1). Available at: 

http://www.biodevelopments.org/innovation/ist1hires.pdf 

Mushungski, D.A.K., & Milne, S. (1995). Perspectives from the South: A Study on 

Partnership. Afreda, Ottawa: CIDA. 

National Research Council and Institute of Medicine. (2005) “The Road to Adulthood, Growing 

Up Global: The Changing Transitions to Adulthood in Developing Countries”. Panel on 

Transitions to Adulthood in Developing Countries, Committee on Population, Board on 

Children, Youth, and Families. Washington. Available at: 

http://www.nap.edu/books/030909528X/html/ 

Nellis, J, & Birdsall, N., Eds. (2005) Reality Check: The Distributional Impact of 

Privatization in Developing Countries. Center for Global Development. Available 

at: http://www.cgdev.org/content/publications/detail/4520 

O’Keefe, E & Scott-Samuel, A (2002) Human rights and wrongs: could health impact 

assessment help. Journal of Law, Medicine & Ethics, 30(4), 734-738. Available 

at: http://pcwww.liv.ac.uk/~alexss/jlme.pdf 

Sclar, ED Garau, P & Carolini, G. (2005). The 21 st century health challenge of 

slums and cities. The Lancet. Available at: 

http://www.unmillenniumproject.org/documents/TheLancetSlums.pdf 

Smith, SE, Pyrch, T & Lizardi, A.O. (1993). Participatory Action Research for Health. 

World Health Forum, 14, 319-324. 

Srinivasan, L. (1993). Tools for Community Participation: A Manual for Training Trainers 

in Participatory Techniques. New York: PACT. 

*Werner, D, & Bower, B. (2005). Helping Health Workers Learn. A book of methods, aids, and 

ideas for instructors at the village level. Palo Alto, CA: The 

Hesperian Foundation. 

Wohlgemut, J.P. (2002). AIDS, Africa and indifference: a confession. CMAJ, 167(5), 

485-487. 

WHO (2006). Working Together for Health: the World Health Report 2006. Available at: 

http://www.who.int/whr/2006/whr06_en.pdf 

WHO (2006). WHO called to return to Alma-Ata Declaration. Commission on Social 

Determinants of Health. Report of the 59 th Assembly of WHO. Available at: 

http://www.who.int/social_determinants/links/events/wha2006/en/index.html 

32


Primary Health Care Experiences and Preferences: Research highlights 

http://www.chspr.ubc.ca/search/node/Primary+Health+Care+Preferences+and+Experienc 

es 

Fact line: Tracking Health in Underserved Communities. A project of the Journal of 

Health Care for the Poor & Underserved. Available at: http://www.meharry.org/Fl/ 

Krattiger, A. (Ed). Selecting Indicators for the Quality of Health Promotion, Prevention 

And Primary Care Health Innovation in Developing Countries to Address 

Diseases of the Poor. Innovation Strategy Today. Ejournal 1(1). Available at: 

http://www.biodevelopments.org/innovation/ist1hires.pdf 

OECD (2004) Selecting Indicators for the Quality of Health Promotion, Prevention and 

Primary Care. OECD Technical Papers No. 16. Available at: 

http://www.oecd.org/dataoecd/27/52/33865865.pdf 

Seminar Activity: Discuss readings 

33

Session 9 

Priority Populations - Aboriginal & Métis people Health 

Objectives 

1. Identify the current health care priorities in First Nations and Inuit communities. 

2. Examine the historical relationship between First Nations and Inuit peoples and “the crown”. 

3. Discuss current and proposed models of health care delivery by First Nations and Inuit 

peoples. 

4. Increase awareness of the challenges to achieve equity, social justice in terms of the 

determinants of health for First Nations and Inuit peoples. 

5. Increase awareness of the challenges of indigenous peoples globally. 

Key terms: bias, power, equity, social justice, land claims and Treaty Rights 


Seear, M. (2007). An Introduction to International Health. Chapter 14 (p.283-304). 


References 

Anderson, I, Crengle, S, Leialoha Kamaka, M, Chen, TH, Palafox, N & Jackson-Pulver, 

L. (2006). Indigenous Health in Australia, New Zealand, and the Pacific. 

The Lancet, 367( 9524), 1775-1785. 

Blaser, M, Feit, HA, & McRae, G, eds. (2004). In The Way of Development: Indigenous 

Peoples, Life Projects and Globalization. International Development Research 

Centre – Zed/IDRC 2004 -ISBN 1-55250-004-7 – 384 pp. Available at: 

http://www.idrc.ca/en/ev-58137-201-1-DO_TOPIC.html 

Loungani, P. (2003). Inequality: Now you see it, now you don’t. Finance and 

Development, 40(3), 22-23. 

MacMillan, M, & et al. (2003). The Health of Ontario First Nations people: Results from 

The Ontario First Nations Regional Health Survey. Canadian Journal of Public 

Health, 94(3), 168-172. 

Reading, J. (2003). A global model and national network for Aboriginal Health research 

excellence. Canadian Journal of Public Health, 94(3), 185-189. 

*Smith, D. (2003). Maternal-child health care in aboriginal communities. CJNR, 35(2), 

143-152. 

Tjepkema, M. (2002). The health of the off-reserve aboriginal population. Statistics 

34

Canada, Catalogue 82-003, (Supplements to Health reports), 1-16. 

UNESCO. (2003). Gender and education for all: the leap to equality. Education for all 

Global Monitoring. Report 2003/4. 

Waldram, J, Herring, A & Kue Young, T. (2006). Aboriginal Health in Canada: Historical, 

Cultural & Epidemiological Perspectives. 2 nd Ed. 


Aboriginal Nurses Association of Canada: http://www.anac.on.ca 

A New Social Architecture for Canada’s 21st Century: 

http://www.cprn.org/en/doc.cfm?doc=1117 

Family Health International. Reproductive Health/Pregnancy/STDs: 

http://www.fhi.org/en/index.htm 

Health Systems Strengthening in Latin America and the Caribbean: 

http://www.lachealthsys.org/eng/ 

Indigenous Peoples, Poverty and Human Development in Latin America: 1994-2004 

http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/LACEXT/0,,contentMD 

K:20505834~menuPK:258559~pagePK:146736~piPK:226340~theSitePK:258554,00.ht 

ml 

International Health Task Force: http://phs.med.utoronto.ca/acadplan/tginternational.asp 

Gender Equality Statistics and Indicators: The Canadian Experience: 

http://www.oecd.org/dataoecd/43/61/33831677.doc 

World Bank Group (2004) Indigenous Peoples, Poverty and Human Development in 

Latin America: 1994-2004. Available at: http://www.worldbank.org/lacindigenous 


View a movie (eg. Kandahar, Kite Runner, “Rabbit Proof Fence”, Where the Spirit Lives, 

Water, Fire, Michael Moore’s movies. Students will draw comparisons between Aboriginal 

women’s health and health issues of other under-served populations, internationally. 

35

STUDENT PRESENTATIONS 

Week 9 

Week 11 

WRAP UP AND FINAL EVALUATION 

Week 12 

36

Guidelines for Participation in Weekly Sessions (Pass/Fail) 

Any student missing more than 10% (i.e. 1 session) must consult with the tutor and/or Course 

Planner to negotiate remedial strategies for meeting course requirements. 

What are the aims of each session? 

Ensures that all students discuss the weekly topics. 

Allows students to critically analyze and defend their position on key issues. 

Is an opportunity to troubleshoot - it helps you to share and solve issues related to 

your study and/or assignments. 

Provides opportunity for students to share and discuss/critique lecture and literature. 

Chambers, E. and Northedge, A. 1997. The Arts Good Study Guide. Milton Keynes: The Open University. 

Wareing, S., May, L. and O'Neill, R. 2001. How to Study Successfully. 2nd ed. Newport: University of Wales 

College. 

Seminar Preparation: 

Preparedness and contribution will be evaluated on a weekly basis. 

1. Select a minimum of two articles weekly either taken from suggested references or 

independent search. You may relate these to a central theme from your personal learning 

objectives (e.g. a specific demographic group, geographic region, or priority health problem). 

2. Prepare a concise summary of the article (not more than one page) based on critical 

thinking, your reflection on the principal concepts presented in the article(s), what you 

learned, your critique of the reference and its potential impact on your nursing practice, and 

be prepared to discuss, defend, debate issues in class. 

3. Consider how this reading has influenced achievement of your learning objectives. 

NOTE: The assignment of the seminar performance grade is the responsibility of the tutor. 

Nursing 728 

37

Issues in International and Intercultural Health 

INDIVIDUAL SEMINAR PERFORMANCE FEEDBACK FORM 

Student: _____________________ 

Tutor: ________________________ 

Comments on Contributions to Seminar Content 

Global Impression of contributions to seminar content 

I______________l_______________l______________l_____________l_____________I 

Much Below Meets Above Much Outstanding 

Below Expectations Expectations Expectations Above 

Expectations 

Expectations 

Comments on Professional Behaviours 

Global Impression of professional behaviours in seminar 

I______________l_______________l______________l_____________l_____________I 



Expectations 

Expectations 

Global Impression of overall seminar performance 

I______________l_______________l______________l_____________l_____________I 



Expectations 

Expectations 

Strengths: 

Strategies for Improvement: 

Grade: ______ 

Date: ______________________ 

Student’s Signature: ________________ Tutor’s Signature: __________________ 

DESCRIPTORS FOR GRADING SEMINAR PERFORMANCE 

38

Letter 

Grade 

A 

Range 

B 

Range 

C 

Range 

Less 

Than 

C- 

Contributions to Seminar Content 

- parameters of the issues are always clearly described. 

- information acquisition & assimilation are consistently 

thorough. 

- the process of inquiry is consistently explicit. 

- consistently demonstrates critical insight and creativity. 

- ideas are consistently clear and penetrating. 

- demonstrates completeness in handling topic. 

- consistent evidence of cogent, focused and structured 

presentation of ideas. 

- consistently demonstrates ease in analysis & integration 

of data and ideas. 

- consistent analysis and application of concepts and 

theories. 

- information acquisition & assimilation are usually 

thorough. 

- the process of enquiry is usually explicit. 

- demonstrates critical insight and creativity. 

- ideas are usually clear and penetrating. 

- demonstrates good grasp of the material discussed. 

- clear logical development of ideas usually evident. 

- analyses and applies relevant concepts and theories. 

- information acquisition is satisfactory, but inconsistent in 

quality 

(i.e. topics not completely covered). 

- demonstrates critical insight occasionally. 

- expresses some interesting ideas, but also some 

commonplace 

ones. 

- needs guidance at times in analysis and integration of 

material. 

- organization and detail of material is adequate. 

- adequate acquisition of relevant theories and concepts. 

- superficial treatment of the subject. 

- unable to identify parameter of the problem. 

- discusses topic spottily. 

- lacks knowledge. 

- limited application of problem-solving. 

- no logical development of ideas. 

- details irrelevant. 

- irrelevant or incomplete information is presented. 

- fails to demonstrate relevance of information presented. 

- requires consistent guidance in data gathering, 

management, 

analysis or presentation. 

- limited application of theories or concepts. 

Professional Behaviours 

- attends all seminars and is never late. 

- uses a variety of group skills to keep group functioning & 

learning. 

- consistently analyses interactions of self & peers 

- works effectively with peers. 

- takes planned risks. 

- deals openly with group issues. 

- contributes weekly to each phase of discussion. 

- consistently respectful of tutorial process and learning. 

- takes responsibility for actions and their 

consequences to self and group. 

- misses one seminar and/or is late once or twice with 

accountability 

to peers and tutor. 

- uses group skills to facilitate group functioning. 

- often analyses interactions of self and peers. 

- works cooperatively with peers. 

- takes planned risks occasionally. 

- deals with group issues only when confronted. 

- usually contributes to weekly discussion. 

- demonstrates respect for group members and norms. 

- is consistently responsible and accountable to self and group. 

- misses more than one seminar and/or is late without prior 

notice or 

explanation to peers or tutor. 

- uses group skills to keep group functioning at times. 

- analyses group interactions at times. 

- responds to initiative of peers. 

- interaction within group is inconsistent. 

- seldom deals with group issues. 

- needs guidance at times to improve tutorial performance. 

- insight into communication, group functioning and own role 

in group 

is limited. 

- does not demonstrate regard or accountability to self, peers or 

tutor. 

- does not participate regularly in group process or discussion. 

- does not negotiate with group, ways to participate or share 

information. 

- does not analyze or contribute to analysis of what happens in 

the 

group. 

- interaction in group is minimal. 

- does not deal directly with group issues. 

- does not utilize guidance offered. 

- does not always demonstrate responsibility for own 

behaviour. 

- limited resources used. 

- limited or no evidence of preparation for tutorial. 

Adapted from the BScN Program handbook. 

Nursing 728 

39


EVALUATION CRITERIA FOR SCHOLARLY PAPER 

Student Name:__________________________________Marker: 

Tutor Name:___________________________________ Grade __________________ 

CRITERIA AND RATING 

COMMENTS 

1. Outline of Issue - 20% 

- health care issue is clearly defined 

- supportive factual information is presented 

- importance and priority of issue is discussed 

and supported 

- political, economic, social and cultural 

2. Relationship to Health/Health Care - 30% 

- determinants to the issue are identified 

- role of health care system is examined 

- relevant frameworks or models are used to 

analyze the situation 

3. Stand on Issue - 15% 

- student’s own thinking is well supported and 

position logically arises from factors identified in 

A and B 

- position is supported with references where possible 

4. Outcomes - 20% 

- position is analyzed in relation to development, equity 

capacity building, sustainability and nursing role 

5. Scholarly Format - 15% 

- ideas are presented fluently 

- ideas flow logically from one point to another 

- sufficient research has been demonstrated to support 

the student’s conclusions and position 

- correct spelling, grammar and punctuation is evident 

- APA format is used accurately and consistently 

- the paper is presented neatly and legibly 

- length of paper is appropriate for presenting ideas 

clearly and without redundancy or repetition 

40

Nursing 728 


EVALUATION CRITERIA FOR PRESENTATIONS 

Student Name: ___________________________Marker:________________________ 

Student Number: __________________ 

Grade: ________________ 

CONTENT – 70% 

COMMENTS 

1. Topic is placed in the cultural, political and economic context which 

is clearly defined. 

1 2 3 4 5 6 7 

inadequate satisfactory excellent 

2. Relevant frameworks/models are described and applied consistently 

to analysis of the topic. 

1 2 3 4 5 6 7 


3. The topic is analyzed with reference to biological, social, cultural, 

economic or political theory. 

1 2 3 4 5 6 7 


4. Implications for health care delivery are identified. 

1 2 3 4 5 6 7 


5. Sources of data are identified and critically appraised. 

1 2 3 4 5 6 7 


…/over 

41

FORMAT – 30% 

COMMENTS 

6. Presentation flows logically with clear relationship of parts to one 

another. 

1 2 3 4 5 6 7 


7. Presentation includes a clear introduction and conclusion. 

1 2 3 4 5 6 7 


8. An appropriate variety of teaching strategies are used. 

1 2 3 4 5 6 7 


9. All members of group are able to respond to audience questions 

demonstrating understanding of breadth and depth of topic. 

1 2 3 4 5 6 7 


SUMMARY COMMENTS 

43

Nursing 728 


CRITERIA FOR EVALUATING COURSE: Midterm & Final 

COMMENTS 

RELEVANCE 

How do the NUR728 course goals/ 

objectives reflect a response to major 

trends in society that impact on the present 

& future health needs of the larger 

community? 

RELATEDNESS 

How does the NUR728 course support 

and build on other parts of your BScN 

program, thereby promoting or negating 

achievement of goals (i.e. LINKS)? 

ACCOUNTABILITY 

How does the NUR728 course teach the 

student that the primary responsibility in 

nursing is to the client (that is, community, 

group, family, and/or person)? 

UNIQUENESS 

How does the NUR728 course capitalize 

on the unique characteristics of its 

resources, students, faculty, and others 

within the particular setting? 

Adapted from: Thomas, B. (1995). Accreditation Program. Ottawa, Canada: Canadian 

Association of University Schools of Nursing (now CASN). 

44

Course Outline - McMaster University

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