Introduction

Public health in Georgia faces significant challenges. The country has a high burden of non-communicable diseases, an ageing workforce, and a growing need for new qualified professionals. Addressing these challenges requires the preparation of highly qualified specialists and their integration into the workforce.

The Master's Program in Public Health and Health Policy at BAU International University, Batumi has been developed in full alignment with the WHO-ASPHER Competency Framework for the Public Health Workforce in the European Region. The WHO-ASPHER framework defines the essential knowledge, skills, and competencies required for public health professionals. It is noteworthy that the program is also fully aligned with the Georgia Public Health Workforce Strategy, which aims to strengthen the public health workforce in the country.

Ultimately, strengthening Georgia’s public health sector requires both the preparation of qualified professionals and the continuous professional development of the existing workforce, alongside the implementation of innovative approaches.

Program overview

Program objectives

The program aims to develop graduates into professionals who possess the knowledge and skills to become driving forces for change in local and global health systems. Students will study health financing models, insurance systems, and policy formulation and implementation mechanisms, which will enable them to participate in the management, development, and reform of health systems.

The program emphasizes the importance of evidence-based practice. Students will master the methods of analyzing, interpreting, and using data, which will form the basis for evidence-based decision-making.

The program teaches what influences population behavior, what are the social and cultural determinants of health, and develops students’ advocacy skills. They will study health communication strategies, risk communication, and ways to increase community engagement.

Due to its relevance, the program pays special attention to the control and prevention of communicable and non-communicable diseases, as well as methods for managing national and global epidemiological threats.

Program description

The program is structured to ensure that all core public health competencies are delivered through thematically integrated blocks. Each block brings together related courses distributed across semesters, enabling the progressive development of students' theoretical knowledge and practical skills.

Block 1. Health Systems and Governance (26 ECTS)

This block focuses on the structure of healthcare systems, health policy, financial management, and regulatory frameworks. The courses provide students with both theoretical and practical knowledge of health policy from global, regional, and local perspectives. The courses are taught by practicing healthcare experts and policymakers. The curriculum is based on real needs identified through labour market research. Particular emphasis is placed on the local context and regulatory framework, which is an exclusive component of our program.

Courses:

• Health Policy: National and Global Perspectives
• Health Economics and Financing
• Regulation of Medical Practice: Laws in National and Global Contexts
• Financial Management in Healthcare
• Digital Health and Health Information Systems

Block 2. Evidence-Based Decision-Making and Data Analysis (17 ECTS)

This block aims to develop research and analytical skills. The academic workload increases progressively, allowing students to develop consistently over an extended period and study topics in greater depth. This approach avoids excessive concentration of coursework, information overload, and unnecessary student burden.

Courses:

• Biostatistics
• Applied Biostatistics and Data Analysis
• Fundamentals of Scientific Writing and Analysis

Block 3. Population Behaviour Analysis, Communication, and Advocacy (8 ECTS)

This block is designed to strengthen communication and policy analysis skills tailored to public health needs.

Courses:

• Communication and Behavioural Science
• Evaluation, Monitoring, and Advocacy of Health Programs

Block 4. Epidemiology and Public Health Threat Response (23 ECTS)

This block focuses on disease prevention and control, as well as response to public health threats.

Courses:

• Fundamentals of Public Health
• Epidemiology
• Public Health Threats
• One Health
• Global Health

Learning outcomes

Knowledge / Understanding

The graduate:

• Understands the foundations of public health policy, systems, regulations, management, and evaluation; comprehends healthcare financing models, insurance systems, and legislative frameworks, as well as the principles of financial management, budgeting, and human resource management in public health programs.
• Demonstrates knowledge of epidemiology, biostatistics, and qualitative and quantitative research methods.
• Understands the principles of environmental health and their role in mitigating the risks associated with pandemics, climate change, and global health threats, and incorporates environmental health principles into public health strategies.
• Understands monitoring and evaluation frameworks for optimizing the effectiveness and sustainability of public health programs.
• Evaluates and analyses social, economic, and cultural determinants of health.

Skills

The graduate:

• Applies national and international public health legislation and regulations in the development of evidence-based programs and policy implementation to address public health challenges.
• Conducts scientific research using appropriate statistical quantitative and/or qualitative methods.
• Participates in planning for emergency preparedness and risk management of public health crises.
• Develops health promotion and disease prevention strategies using community engagement, social determinants, and behavioural science; effectively applies communication, advocacy, and risk communication strategies when engaging with stakeholders, communities, and policymakers to support public health initiatives.
• Evaluates the effectiveness of public health programs using monitoring and financial planning tools.
• Uses digital health tools, information systems, and data analytics to improve public health surveillance, analysis, and decision-making.

Academic workload

Program structure by blocks

Public Health Curriculum

Teaching and learning methods

The teaching and learning process employs both standard and interactive methods. The main methods include lectures, seminars, practical work, problem-based learning, case-based learning, Journal Club, reading assignments, and written assignments.

Lectures and seminars are used for the delivery and discussion of theoretical knowledge. The teaching process is organized according to modern approaches and includes active student engagement, discussions, and analysis of relevant topics.

Practical methods aim to connect theoretical knowledge with public health practice. Students work on real or simulated situations, complete practical tasks, participate in simulations, field practice, or group activities. This method supports the application of knowledge, assessment of problems, and decision-making.

Problem-based learning involves working on real-life problems. Students analyze issues in groups, search for relevant information, discuss possible solutions, and apply theoretical knowledge to practical situations. This method develops critical thinking, independent learning, and decision-making skills.

Case-based learning involves the analysis of real or simulated cases. Students assess situations, evaluate different approaches, and justify their opinions. This method supports the connection between theory and practice and enhances analytical skills.

Journal Club involves the discussion and critical analysis of scientific articles. Students become familiar with contemporary research, evaluate evidence, and participate in academic discussions. This method strengthens research, analytical, and academic communication skills.

Reading assignments include the study, comprehension, and analysis of academic and research texts. Students learn to identify key ideas, evaluate arguments, and apply acquired knowledge.

Written assignments involve the preparation of academic texts. Students produce structured papers, develop evidence-based arguments, and enhance academic writing and analytical thinking skills.

Learning Outcomes Assessment System

The assessment of learning outcomes in the Public Health program is conducted through diverse methods, ensuring a comprehensive evaluation of students’ competencies. These methods include:

Assessment of Oral Communication Skills

• Oral presentations on specific public health issues or research findings, demonstrating the ability to visualize data and communicate effectively.
• Participation in professional discussions and debates on current public health challenges, assessing the ability to present arguments and consider different perspectives.
• Oral reports based on epidemiological investigation findings, including the presentation and interpretation of relevant data.

Assessment of Written Communication Skills

• Analytical papers on health policy, healthcare systems, or specific public health issues, assessing critical analysis and evidence-based argumentation skills.
• Research papers and assignments on disease distribution, effectiveness of health promotion programs, or other public health topics.
• Written reports of biostatistical analyses, presenting the applied methodology, performed practical analysis, and evidence-based conclusions.

Assessment of Analytical and Problem-Solving Skills

• Practical exercises in biostatistics, assessing the ability to work with databases, use statistical software for analysis, and draw relevant conclusions.
• Case analyses requiring identification of specific public health problems, analysis of underlying causes, evaluation of possible solutions, and development of recommendations.

Assessment of Collaboration and Teamwork Skills

• Group projects aimed at planning, implementing, or evaluating public health interventions, assessing each team member’s contribution and ability to collaborate effectively.

Self-Assessment and Reflection

• Students’ critical evaluation and reflection on their own learning process and achieved outcomes, supporting continuous self-development.
• Assessment Grading Scale

• Negative Assessment

Evaluation system

Learning Outcomes Assessment System

Learning outcomes in the Public Health program are assessed using a variety of methods, which provide a comprehensive assessment of students' competencies. These methods include:

• Oral Communication Assessment:
• Oral presentations on specific public health issues or research findings, demonstrating the ability to visualize data and communicate effectively.
• Participation in professional discussions and debates on current public health issues, assessing the ability to reason and consider different perspectives.
• Oral reports based on the results of epidemiological studies, presenting and interpreting relevant data.

Written Communication Assessment:

• Analytical papers on health policies, systems, or specific public health issues, assessing the ability to critically analyze and reason.
• Research abstracts and papers on disease prevalence, effectiveness of health promotion programs, or other public health topics.
• Written reports of biostatistical analysis results, presenting the methodology used, the practical analysis performed, and the substantiated conclusions.

Analytical and problem-solving skills assessment:

• Practical exercises in biostatistics, assessing the ability to work with databases and use statistical programs to conduct analysis and draw appropriate conclusions.
• Case studies that require the identification of a specific public health problem, analysis of causes, evaluation of possible solutions, and development of recommendations.

Assessment of collaboration and teamwork:

• Group projects to plan, implement, or evaluate public health interventions, assessing the contribution and collaborative skills of each team member.

Self-assessment and reflection:

• Students' critical assessment and reflection of their own learning process and achievements, which promotes self-development.

• Students’ critical evaluation and reflection on their own learning process and achieved outcomes, supporting continuous self-development.
• Assessment Grading Scale

• Negative Assessment

Project and Master's Thesis

Assessment System

Learning Outcomes Assessment System

The assessment of learning outcomes in the Public Health program is conducted through diverse methods, ensuring a comprehensive evaluation of students’ competencies. These methods include:

Assessment of Oral Communication Skills

• Oral presentations on specific public health issues or research findings, demonstrating the ability to visualize data and communicate effectively.
• Participation in professional discussions and debates on current public health challenges, assessing the ability to present arguments and consider different perspectives.
• Oral reports based on the results of epidemiological investigations, including the presentation and interpretation of relevant data.

Assessment of Written Communication Skills

• Analytical papers on health policy, healthcare systems, or specific public health issues, assessing critical analysis and evidence-based argumentation skills.
• Research reviews and papers on disease distribution, the effectiveness of health promotion programs, or other public health topics.
• Written reports of biostatistical analysis results, presenting the applied methodology, conducted practical analysis, and evidence-based conclusions.

Assessment of Analytical and Problem-Solving Skills

• Practical exercises in biostatistics, assessing the ability to work with databases, use statistical software for analysis, and draw appropriate conclusions.
• Case analyses requiring the identification of specific public health problems, analysis of their causes, evaluation of possible solutions, and development of recommendations.

Assessment of Collaboration and Teamwork Skills

• Group projects aimed at planning, implementing, or evaluating public health interventions, assessing each team member’s contribution and ability to collaborate effectively.

Self-Assessment and Reflection

• Students’ critical evaluation and reflection on their own learning process and achieved outcomes, contributing to continuous self-development.
• Assessment Grading Scale

• Negative Assessment

Project and Master's Thesis

At the final stage of the Master's Program, students first complete a Master's Project. Within the framework of the project, students work in a real professional environment, such as a healthcare institution, public health organization, or another partner institution. During this process, students observe professional practices, collect relevant information, and identify a specific practical public health problem. Students then analyze the identified problem and develop evidence-based recommendations. The project is assessed progressively. The assessment includes feedback from the supervisor, feedback from the partner institution, the project plan, problem analysis, and recommendations. Particular attention is paid to the accurate identification of the problem, the appropriateness of the applied methods, and the practical relevance of the developed recommendations.

After completing the Master's Project, students continue working on their Master's Thesis. The Master's Thesis may be developed on the same topic or address the same problem studied within the project. In this case, the practical experience gained and the information collected during the project provide the foundation for more in-depth research. At the thesis stage, students prepare a research plan, select an appropriate methodology, analyze data, and develop an academic thesis. Finally, students publicly defend their completed thesis.

The Master's Thesis is assessed as a research component. The assessment includes the research proposal, research design, progress report, data analysis, final thesis, and presentation. Particular attention is paid to the clarity of the research question, the appropriateness of the methodology, the quality of analysis, compliance with academic writing standards, and the ability to provide well-supported answers during the public defense.