phd in health promotion uk

Our use of cookies

We use necessary cookies to make our site work. We'd also like to set optional cookies to help us measure web traffic and report on campaigns.

We won't set optional cookies unless you enable them.

Cookie settings

Public Health

• Entry year 2024
• Duration Part time 4 - 7 years

The PhD in Public Health meets the needs of those wishing to gain a deep and critical insight into public health theory, research and practice and to develop or enhance research skills whilst fulfilling their existing responsibilities. The programme is offered part-time and combines innovative distance learning with face-to-face teaching at an annual autumn Academy held in Lancaster.

The programme is suitable for both UK-based and international students involved in the delivery of public health services, working in policy development relating to public health in government departments and NGOs, being responsible for educational programmes in colleges and universities or working in public health research and development.

This part-time, flexible doctorate runs over a minimum of four and a maximum of seven years. The programme begins with a compulsory five-day Induction Academy in Lancaster. Each of the subsequent academic years start with a compulsory three-day autumn Academy, while the rest of the course is delivered via e-learning. Attendance at the annual academies is compulsory until students have been confirmed on the PhD programme.

Years 1 and 2 consist of taught modules delivered online. In Year 1 students take a specialist module that covers the theory and practice of public health followed by a module on research philosophy and a module on research design. Year 2 modules may include: Systematic Reviews, Data Analysis, Research Design and Practical Research Ethics.

From Year 3 onwards, students undertake an independent research study , which concludes with the submission of a thesis that makes an original contribution to knowledge. The research project will be supervised from the University but undertaken in students’ own location or workplace. Supervision meetings take place using video conferencing software such as Skype. During the annual autumn Academy students meet with supervisors face to face.

Your department

• Division of Health Research Faculty of Health and Medicine
• Telephone +44 (0)1524 592032

Public Health Research at Lancaster University

Professor Mark Limmer - Head of the Division of Health Research - introduces one of the Division's research themes: Social and Economic Inequalities in Health.

Entry requirements

Academic requirements.

2:1 Hons degree (UK or equivalent) in a relevant subject.

We may also consider non-standard applicants, please contact us for information.

If you have studied outside of the UK, we would advise you to check our list of international qualifications before submitting your application.

Additional Requirements

As part of your application you will also need to provide a 500 word research proposal. Guidance for writing a research proposal can be found on our writing a research proposal webpage.

English Language Requirements

We may ask you to provide a recognised English language qualification, dependent upon your nationality and where you have studied previously.

We normally require an IELTS (Academic) Test with an overall score of at least 6.5, and a minimum of 6.0 in each element of the test. We also consider other English language qualifications .

Contact: Admissions Team +44 (0) 1524 592032 or email [email protected]

Course structure

You will study a range of modules as part of your course, some examples of which are listed below.

Information contained on the website with respect to modules is correct at the time of publication, but changes may be necessary, for example as a result of student feedback, Professional Statutory and Regulatory Bodies' (PSRB) requirements, staff changes, and new research. Not all optional modules are available every year.

The aim of this module is to provide students with an advanced introduction to the methods commonly used in health research. Students will gain knowledge and understanding of:

• How to use Moodle for distance learning and engage with peers and staff online
• Using the library as a distance learning student
• How to search the literature
• Using End Note
• How to synthesise evidence
• Standards of academic writing
• The nature of plagiarism and how to reference source material correctly
• Theoretical perspectives in health research
• The practical process of conducting research
• How to formulate appropriate questions and hypotheses
• How to choose appropriate methodology
• Quantitative and qualitative research method
• Research ethics
• Disseminating and implementing research into practice
• Programme-specific research.

e-learning distance module

Spring Term (weeks 1-10, January-March)

Credits: 30

Mode of assessment : 5000 word essay

This module explores the philosophical underpinnings of research. It begins with an introduction to epistemology, i.e. the philosophical basis of knowledge and its development. It then considers the influence of different epistemological bases on research methodology and explores the role of theory and theoretical frameworks in the research process. It also examines the nature of the knowledge that underpins evidence-based policy and practice and introduces the fundamental principles of ethics.

Deadline: April

Autumn Term (weeks 1-10, October-December)

Mode of assessment : 3000 word essay (75%) and a poster (25%)

This module provides an overview of public health practice, focussing on the competencies and areas of knowledge within which professionals working in public health operate. The module focusses on the social determinants of health and pathways to social inequalities in health. It discusses different health promotion approaches and theories underpinning behaviour change. It also covers health protection activities and how disease outbreaks and environmental threats to health are managed. Finally, it explores key feature of different types of health systems and how policies can affect the health of the public.

Deadline: January

Sunmer Term (weeks 1-10, April-June)

Mode of assessment : 5000 word assignment consisting of two 2500 word components

This module introduces a range of methods used in health research. The focus is on justifying research design choices rather than practical skills in data analysis. The starting point is the development of meaningful and feasible research questions. The module then introduces a range of quantitative research designs and quantitative approaches to data collection. Next, the module looks at qualitative research designs and their relation to different epistemological positions. How to integrate quantitative and qualitative methods into mixed methods research is being discussed next. The module also explores issues such as sampling and quality across different research designs.

Deadline: July

Spring term (weeks 1-10, January-March)

Mode of assessment : two pieces of written work (Qualitative data analysis, 2500 words; Quantitative data analysis, 2500 words)

This module is an introduction to the theory and practice of qualitative and quantitative data analysis. The module consists of two distinct parts: qualitative data analysis and quantitative data analysis. Within each part, there will be an option to take an introductory or an advanced unit.

The introductory quantitative unit covers data management and descriptive analyses and introduces students to inferential testing in general and statistical tests for comparisons between groups specifically. The advanced quantitative unit covers linear regression as well as regression methods for categorical dependent variables and longitudinal data before exploring quasi-experimental methods for policy evaluation and finally providing an opportunity to discuss more specific regression methods such count data models or duration analysis.

The introductory qualitative unit focusses on the technique of thematic analysis, a highly flexible approach and useful foundation for researchers new to qualitative data analysis. The unit takes students through the stage of a qualitative data analysis: sorting and organising qualitative data, interrogating qualitative data, interpreting the data and finally writing accounts of qualitative data. The advanced qualitative unit introduces students to alternative techniques such as narrative analysis or discourse analysis.

Summer Term (weeks 1-10, April-June)

Mode of assessment : A written assignment that includes: a) a 4000 word research proposal and b) a completed FHMREC ethics application form and supporting documents.

This module completes the taught phase of Blended Learning PhD programmes. It enables students to put everything they have learned so far together and produce a research proposal that will provide the basis for the research phase of the programme.

The first part of the module – research design – starts by discussing the components of a research proposal according to different epistemologies and research methods. It then takes students through the process of developing their own proposal, starting with the topic and epistemological framework, through to the study design and data collection methods and finally the practical details.

The second part of the module – practical research ethics – teaches students how to think about their research proposal from an ethical perspective. It covers ethical guidelines and teaches students how to identify the purpose of a guideline, to enable them to translate their proposal into an ethical review application. Finally, students will prepare a practice research ethics application using the FHMREC ethics application form.

Autumn term (weeks 1-10, October-December)

Mode of assessment : 5000 word assignment

This module provides an introduction to the principles and components of systematic reviewing. It takes students through the key steps of a systematic review. The starting point of the module is the construction of an appropriate review question. Next, the module discusses the (iterative) process of creating a search strategy that successfully identifies all relevant literature. The module then moves on to selecting appropriate methodological quality criteria, enabling students to develop their skills in critically appraising studies. After discussing how to prepare a data extraction form the module introduces a key component of a systematic review: synthesising the evidence. Finally, the module will teach students how to put everything together in a systematic review protocol.

Fees and funding

Home Fee £4,350

International Fee £11,340

General fees and funding information

There may be extra costs related to your course for items such as books, stationery, printing, photocopying, binding and general subsistence on trips and visits. Following graduation, you may need to pay a subscription to a professional body for some chosen careers.

Specific additional costs for studying at Lancaster are listed below.

College fees

Lancaster is proud to be one of only a handful of UK universities to have a collegiate system. Every student belongs to a college, and all students pay a small College Membership Fee  which supports the running of college events and activities. Students on some distance-learning courses are not liable to pay a college fee.

For students starting in 2023 and 2024, the fee is £40 for undergraduates and research students and £15 for students on one-year courses. Fees for students starting in 2025 have not yet been set.

Computer equipment and internet access

To support your studies, you will also require access to a computer, along with reliable internet access. You will be able to access a range of software and services from a Windows, Mac, Chromebook or Linux device. For certain degree programmes, you may need a specific device, or we may provide you with a laptop and appropriate software - details of which will be available on relevant programme pages. A dedicated  IT support helpdesk  is available in the event of any problems.

The University provides limited financial support to assist students who do not have the required IT equipment or broadband support in place.

For most taught postgraduate applications there is a non-refundable application fee of £40. We cannot consider applications until this fee has been paid, as advised on our online secure payment system. There is no application fee for postgraduate research applications.

For some of our courses you will need to pay a deposit to accept your offer and secure your place. We will let you know in your offer letter if a deposit is required and you will be given a deadline date when this is due to be paid.

The fee that you pay will depend on whether you are considered to be a home or international student. Read more about how we assign your  fee status .

If you are studying on a programme of more than one year’s duration, tuition fees are reviewed annually and are not fixed for the duration of your studies. Read more about  fees in subsequent years .

Scholarships and bursaries

You may be eligible for the following funding opportunities, depending on your fee status and course. You will be automatically considered for our main scholarships and bursaries when you apply, so there's nothing extra that you need to do.

Unfortunately no scholarships and bursaries match your selection, but there are more listed on scholarships and bursaries page.

If you're considering postgraduate research you should look at our funded PhD opportunities .

We also have other, more specialised scholarships and bursaries - such as those for students from specific countries.

Browse Lancaster University's scholarships and bursaries .

Similar courses

Health studies.

• Clinical Psychology DClinPsy
• Dementia Studies PhD
• Health Data Science MSc
• Health Data Science PhD
• Health Economics and Policy MSc
• Health Economics and Policy PhD
• Health Research PhD
• Mental Health PhD
• Organisational Health and Well-Being PhD
• Palliative Care PhD

Take an innovative approach to distance learning combining interactive lectures, webinars and online collaboration, group work and self-directed study.

Work with world-leading academics to make an original contribution to your area of professional practice.

Benefit from an international peer group that could include health practitioners, policy-makers, and researchers and educators in health care.

Studying by blended learning

The PhD in Public Health is offered part-time via blended learning . Teaching and research activities are carried out through a combination of face-to-face and online interaction, allowing you to undertake the majority of study from your own location whilst fulfilling your existing responsibilities. You will benefit from being part of a UK and internationally-based peer group working across a range of sectors.

Face-to-face interactions take place at an annual residential autumn Academy while taught modules are delivered via distance learning using our virtual learning environment and include discussion forums, collaborative digital spaces and video conferencing. All students have access to a hub space that facilitates interaction with their cohort and with students on related programmes, creating a virtual information space that’s also sociable. An academic tutor will support you during the taught phase. In the research phase two supervisors provide you with support for each step of your PhD.

The Division of Health Research

The Division of Health Research have been offering blended learning postgraduate programmes since 2010. We have many successful graduates and currently around 200 continuing students on a range of programmes who have benefited in progressing their careers from the high quality postgraduate education we provide.

Our Research in Public Health

Our public health research illuminates the social determinants of inequalities in health to produce and exchange evidence to reduce these inequalities.

Our Health Information, Computation and Statistics Research

Our statistical and computational analysis contributes to, and informs, many areas of our health-related research.

Centre for Health Inequalities Research

Our research aims to contribute to greater health equity for communities locally, nationally and internationally.

Centre for Disability Research

We are a network of teaching and research staff that promotes and conducts high-quality, interdisciplinary research and research-led teaching on disability and disablism.

Important Information

The information on this site relates primarily to 2024/2025 entry to the University and every effort has been taken to ensure the information is correct at the time of publication.

The University will use all reasonable effort to deliver the courses as described, but the University reserves the right to make changes to advertised courses. In exceptional circumstances that are beyond the University’s reasonable control (Force Majeure Events), we may need to amend the programmes and provision advertised. In this event, the University will take reasonable steps to minimise the disruption to your studies. If a course is withdrawn or if there are any fundamental changes to your course, we will give you reasonable notice and you will be entitled to request that you are considered for an alternative course or withdraw your application. You are advised to revisit our website for up-to-date course information before you submit your application.

More information on limits to the University’s liability can be found in our legal information .

Our Students’ Charter

We believe in the importance of a strong and productive partnership between our students and staff. In order to ensure your time at Lancaster is a positive experience we have worked with the Students’ Union to articulate this relationship and the standards to which the University and its students aspire. View our Charter and other policies .

Why Lancaster?

League tables and reputation

A highly-ranked university with a global reputation.

Colleges and community

Your college will be your home away from home.

Careers and employability

Career support for our students through university and beyond.

Student life

Lancaster has so much to offer. On our campus, in our city and in our community, you’ll find your place – whoever you are.

Where is Lancaster?

Lancaster is easy to get to and surrounded by natural beauty.

The campus and the city

Our campus and the surrounding area is a great place to call home.

Your global experience

Build your global community on campus and around the world.

Wellbeing and support

Services to help you fulfil your potential at Lancaster.

Doctorate in Public Health Postgraduate Research - 2024 Entry

Course details.

• Qualification DHealthCare
• Duration 3-5 years

About This Course

This Doctorate provides students with a rigorous framework for the development and synthesis of empirical, professional and organisational knowledge in the area of public health , including the development of knowledge and skills in public health and health promotion theory, research and practice, focusing on current priorities and challenges that involve ethical, economic, political, societal and cultural factors.

Reflecting the diverse nature of public health, the Doctorate in Public Health enables applied practitioners to adopt leadership roles and advance their career. It does this by providing students with a structured programme to advance scholarship within their professional practice in public health. A taught programme will allow students to develop a more in-depth knowledge of subject areas such as utilizing clinical trials and greater knowledge of discrete public health areas such as co-producing health or nutrition or skills in evidence-synthesis. It will also provide a core set of skills required to manage change, lead public health programmes, and to work with individuals, groups and communities. This is augmented by optional modules that broaden the students’ experience. Furthermore, candidates will complete a substantive piece of research focused on examining key areas of public health, health promotion and research.

Programme Length

3 years full-time, 5 years part-time

Research Opportunities

The academics involved with this programme have extensive links with external bodies, companies and the Third Sector which are fully utilised in ensuring that the modules are relevant to the modern work and research environment graduates will enter. This course utilises the health services research expertise embedded in the Bangor Institute of Health and Medical Research  as well as the practical knowledge of experienced nurses and who still have active links to the local Health Board ensuring that modern clinical practice is embedded within the programme.

Credits: 540 credits with a minimum of 360 credits at Level 8. The remaining credit must normally be at Level 7.

Course Summary Sheet:  English version Welsh version

Course Content

What will you study on this course.

During the course the combination of taught and research components will provide students with a range of outcomes, including:

• An in-depth knowledge and understanding of specific issues at the forefront of theory and practice in students’ professional fields in the arena of public health and health promotion, that enables them to critically evaluate research and provide possible alternative hypotheses.
• A comprehensive understanding of relevant research and scholarly approaches applicable to practice and service improvement in the arena of public health and health promotion, with an informed knowledge of how the results of this application may improve public health orientated practice and develop research ideas/policy.
• An ability to develop originality in inquiry, independent thinking and theoretical concepts as part of scholarly activities.

The taught component:

The taught component comprises a range of core and optional modules. These modules adopt a variety of teaching and learning strategies, including seminars, lecturers, e- learning platforms and action learning groups. They utilise a range of assessment strategies, including written assignments, developing a research proposal, on-line assessments, blogs and presentations.

The research component

The research component will be completed in parallel with the taught modules, so that they inform and influence the development of a research study, guided by ongoing supervision during the programme.

Research Thesis

Students will be able to choose a topic that suits their professional or organisational goals in consultation with their supervisory team. The assessment will focus on the completion of a thesis consisting of up to 60, 000-word thesis.

Course Cost

Entry requirements.

Admission by undergraduate degree

Successful completion of bachelor’s degree (Min 2:2) with significant experience in health service development. Students will be expected to be working in a role which has the capacity to support achievement of the course aims and objectives, and to be able to demonstrate organisational support.

Admission by Experience: Mature student status

A candidate may be considered for acceptance provided that they have relevant work experience and have strong references and personal statement. Usually, under such circumstances, the candidate would be invited for an interview where circumstances allowed (e.g. face-to-face, Skype, telephone).

International Students

English language requirement - IELTS 6.5 on all components OR specific English Language requirements by country AND application must include personal statement.

For information and further detailed guidance on entry requirements for International Students, including the minimum English Language entry requirement, please visit the Entry Requirements by Country pages on the International Education Centre section of our website.

Ask the International Education Centre (IEC) for assistance...

If you want advice or a general chat about what’s available contact the International Education Centre on +44 (0) 1248 382028 or email [email protected]

This course is intended to support the academic and career progression of healthcare professionals working in, or aspiring to senior roles within UK and international public health bodies and those working with a public health /health promotion brief in health and social care organisations. Graduates will be well placed to take advantage of role developments in health care, such as non-medical consultatship. Where relevant, module and course learning outcomes will be mapped against the NHS Knowledge and Skills Framework and the Skills for Health Framework to support career progression.

Explore More in Health Sciences

Postgraduate research in Health Sciences focuses on developing innovative approaches to understand and respond to the plethora of challenges and opportunities involved in contemporary health and social care. Our research follows an interdisciplinary approach that inspires the application of a range of applied quantitative and diverse qualitative research approaches.

It looks like you’re visiting from outside the UK, would you like to be redirected to the international page?

• Skip to content
• Skip to footer
• Accessibility options

• Business and employers
• Alumni and supporters
• For students

• Postgraduate research degrees
• Our postgraduate research disciplines

Health and wellbeing PhD | Resilience PhD

The University of Brighton welcomes PhD students to all aspects of its wide ranging and thriving research cultures in health and wellbeing, for which it draws on clinical, professional and sociological perspectives. 

Our Health and wellbeing PhD and Resilience PhD students work across practice and theory in a range of health, public health, community-based and social care-related settings, and across statutory, NHS and/or third sector services.

We offer PhD study in both full and part-time modes and welcome students with significant professional experience, who are able to use and share the career skills they have developed, as well as those who have recently completed first degrees and wish to take advantage of their academic momentum.

Recent and current PhD students have been successful in obtaining studentships covering both fees and living costs through the University of Brighton’s involvement in the  ESRC South Coast Doctoral Training Programme . 

Our research utilises creative, community-engaged, participatory and inclusive methodologies such as co-production, as well as theory-informed qualitative health related research. You will be contributing throughout your studies to a research portfolio that has major impact on understanding the experiences of health, wellbeing and care and the provision and the systems that support it.

Expert supervision is offered, for example, across issues of social justice, resilience, public health, including inequalities in health and illness related to gender, age, sexuality including LGBTQ, disability, as well as living well with long term conditions, digital health, hospital, community and population based interventions, together with new theoretical perspectives, ethical concerns, and all aspects of professional healthcare and civil society work related to health and wellbeing. We have particular strengths in sexual health, mental health, gendered perspectives, diabetes, rehabilitation, growing older, as well as resilience with children and young people, adults and practitioner resilience.

Research into care, health and wellbeing examines interactions between lived experience, policy and practice. We understand that people, policies, protocols, norm and values, as well as different forms of knowledge and technical devices, are all necessary to the achievement of good health, wellbeing and care. We recognise care as central to people’s well-being and significant to both personal relationships and political decisions. We collaborate with users, providers and academics to ensure that our research informs current health and social care practice.

Your research as a Health and Wellbeing or Resilience PhD student will combine a range of theoretical and critical perspectives as well as bringing the skills and satisfactions that come with managing a major project and contributing to knowledge that will make a difference to individuals, families, communities and society.

Apply to 'health SCIENCES' in the applicant portal

Apply with us for funding from the ESRC South Coast Doctoral Training Programme

Key information

As a PhD student in health, wellbeing and/or resilience at Brighton, you will

• benefit from a supervisory team comprising two or sometimes three members of academic staff. Depending on your research specialism you may also have an additional supervisor from another School, another research institution, or an external partner from government or industry.
• be provided with desk space and access to a desktop PC.
• benefit from access to a range of electronic resources via the University’s Online Library, as well as to the physical book and journal collections housed within the Aldrich Library and other campus libraries.
• be aligned with school and university-wide research centres/ groups as part of a supportive and developmental research community.

Academic environment

Your work will be aligned with one or more of the Research and Enterprise Groups (REGs):

• Public Health and Wellbeing Research and Enterprise Group
• Long-term Conditions and Rehabilitation Research and Enterprise Group
• Care, Health & Emotional Wellbeing Research and Enterprise Group

and/or with our Centre of Research and Enterprise Excellence (CORE), the Centre of Resilience for Social Justice  

Students with research in sexuality and gender focus may also be aligned with the Centre for Transforming Sexuality and Gender .

As a Health and wellbeing PhD or Resilience PhD student, you will take an active role in a range of intellectual and social activities within the School of Sport and Health Sciences.

The Brighton Doctoral College offers a training programme for postgraduate researchers, covering research methods and transferable (including employability) skills. Attendance at appropriate modules within this programme is encouraged, as is contribution to the schools’ various seminar series. Academic and technical staff also provide more subject-specific training.

Some of our supervisors

Dr paul boyle.

Paul values public involvement in research and is interested to support rights-based research in: living with disability; user experiences of health, social care and education services; adolescent development and working with the family; disability, human rights and rehabilitation; understanding physical disability and mental health. He supervises Masters and doctoral students undertaking qualitative research and is particularly keen to support phenomenological research.

Dr Channine Clarke

Channine is an experienced research supervisor at both Masters and  Doctoral level. She has a particular interest in pedagogic research, including problem-based learning and practice education. She is known internationally for her research and publications on role-emerging placements and diverse practice and is interested in further research in these areas. 

As an occupational therapist, Channine is also interested in understanding the influence of occupations on health and well-being.

Channine is a qualitative researcher, with expertise in Interpretative Phenomenological Analysis. 

Dr Chris Cocking

I am interested in supervising people with an interest in social psychology, crowd behaviour, or collective action. For example I am currently researching the protests calling for a ceasefire in the Middle East conflict & would welcome PG research projects into these and other topical collective action protests. I am also interested in public intervention in emergencies/mass casualty incidents (a concept known as 'zero-responders') and public behaviour during the COVID-19 pandemic, and its implications for emergency planning and response. Therefore, I would be especially interested in supervising emergency responders and other public health professionals who wish to do PG research. 

I am also interested in Child and Adolescent Mental Health Services (CAMHS) and the broader area of collective resilience in response to general adversity. I would be keen to work with health professionals interested in postgraduate research in any of these areas.  

Prof Jorg Huber

I am happy to supervise projects within my range of expertise which includes health psychology and applied health, medical and health care research in the widest sense. Given my background I tend to focus on quantitative and experimental or interventionist methods. Increasingly i am involved in mixed methods projects with a strong qualitative method. In the past i have supervised projects in the field of diabetes and also forensic mental health. 

My current interests are very much about applying a relationship approach to e.g. long term conditions and the way people live with and adjust to long term conditions or other health challenges. Resilience and stigma in long term conditions is of interest to me, extending my current work on diabetes and HIV/AIDS. Exploring links around adjustment, stigma and the additional challenges due to social and health inequalities is a priority to me. Finally, development of interventions in these fields would be of considerable interest to me. 

Dr Hannah Ingram

I am keen to supervise PhD, MSc and MRes students researching home based care for older people, the coproduction of care, and care ethics. As a qualitative researcher I am interested in social constructionism and post humanism. I have experience in focussed ethnographic research, specifically in community nursing.

Dr Anastasiya Khomutova

My research and supervisory interests cover Sport and Exercise Psychology, with particular focus on cultural sport psychology (immigrated athletes and coaches, culturally diverse sport teams, acculturation and adaptation in a new environment), as well as athletes' well-being (safeguarding, coach-athlete relationship). I currently lead an international research project on behalf of FEPSAC, which investigates career trajectories of sport psychology graduates in Europe.

Dr Alexandra Sawyer

Current PhD students

• Arthur Gaillard - Production of knowledge in Sport for Development
• Diroshi Neththikumara Haththellage - Being a woman in Sri Lanka; a phenomenological approach

I am interested in supervising Masters and PhD students in all areas of health psychology, health promotion, and public health. Particular interests include:

• preterm birth and its impact on families;
• parents' experiences of participating in neonatal trials;
• sexual and reproductove health;
• maternal mental health.

Prof Nigel Sherriff

I am interested in supervising PhD candidates in a number of public health and health promotion areas. My current research (see profile) includes a global project on health services during CV-19, European research on syphilis, substance (mis)use, and LGBTI inequalities taking an international perspective. PhD candidates are welcome to contact me to develop PhD projects around these areas, but also any of the below:

• Sexual health (including HIV and other STIs) and sexual orientation
• Access to health and social care services for ‘vulnerable’ populations
• Healthy public policy and health inequalities
• Mental health
• Parenthood (including fathers supporting breastfeeding)
• Young people
• Tackling stigma and discrimination
• Gender identities (masculinities and femininities)
• Peer group cultures
• Sexual assault/gender based violence/intimate partner violence

I also supervise candidates for PhD by publication and welcome applications/enquiries

Dr Jane Thomas

I am interested in supervising PhDs in social policy, and health policy in particular. A possible PhD project concerns attitudes towards NHS privatisation. Further areas I am interested in supervising include: inequalities in health, local government public health policy, empowerment and public control over the determinants of health, public access to information, public health leadership, policy on climate change and workplace health.

Jane is supervising PhD researchers, including:

practitioners' conceptions of 'holism' and midwifes' attitudes and practice concerning contraceptive advice. 

Dr Linda Tip

I supervise PhD students on a variety of topics that focus on the psychological side of migration. I welcome proposals from students who want to investigate well-being of migrants, refugees, or international students. This includes research into existing inequalities.

For example, some of my research focuses on digital inequalities among refugees and asylum seekers in the UK, and investigates how this links to their wellbeing. In another project, we explore the digital worlds of refugee and asylum seeking children, including the risks and benefits of using digital technology for their education. I also supervise a project where we explore resilience of international students from a social policy perspective.

I am also interested in supervising projects that look into British people's attitudes towards migration: i.e., what are predictors of negative and positive attitudes and behaviours towards migration, and what can we do to improve these attitudes?

Dr Laetitia Zeeman

Supervision support can be provided to PhD students who are interested in queer theory, poststructuralism, the application of critical social theory, new materialism, intersectionality and feminist theory in health-related research. Focus areas include LGBTQ+ health and healthcare, health inequalities, resilience, trans health and mental health promotion with the aim to achieve greater health equity. PhD students she has supervised to completion have worked on studies employing critical social theories, new materialism and qualitative creative methods. She has examined PhD/Professional Doctorate studies at universities in the UK and further afield.  

Current PhD students 

• Mike Phillips, Esther Omotola Ayoola, Amy Middleton, Aile Trumm; Sebastian Beaumont, Elisavet Anastasiadi. 

Former PhD students (PhD completions)

• H Howitt, Kim Brown, Tracey Harding, Adam Kincel, Jens Schneider.

For further supervisory staff including cross-disciplinary options, please visit research staff on our research website .

Making an application

You will apply to the University of Brighton through our online application portal. When you do, you will require a research proposal, references, a personal statement and a record of your education.

You will be asked whether you have discussed your research proposal and your suitability for doctoral study with a member of the University of Brighton staff. We recommend that all applications are made with the collaboration of at least one potential supervisor. Approaches to potential supervisors can be made directly through the details available online. If you are unsure, please do contact the Doctoral College for advice.

Please visit our How to apply for a PhD page for detailed information.

Sign in to our online application portal to begin.

Fees and funding

 Funding

Undertaking research study will require university fees as well as support for your research activities and plans for subsistence during full or part-time study.

Funding sources include self-funding, funding by an employer or industrial partners; there are competitive funding opportunities available in most disciplines through, for example, our own university studentships or national (UK) research councils. International students may have options from either their home-based research funding organisations or may be eligible for some UK funds.

Learn more about the funding opportunities available to you.

Tuition fees academic year 2024–25

Standard fees are listed below, but may vary depending on subject area. Some subject areas may charge bench fees/consumables; this will be decided as part of any offer made. Fees for UK and international/EU students on full-time and part-time courses are likely to incur a small inflation rise each year of a research programme.

Contact Brighton Doctoral College

To contact the Doctoral College at the University of Brighton we request an email in the first instance. Please visit our contact the Brighton Doctoral College page .

For supervisory contact, please see individual profile pages.

• Staff intranet
• Student intranet

What do you want to do?

Public health and health promotion, prevent, promote and protect – become a public health champion.

Please enable cookies to view this video.

Learn how to develop public health policies and improve societal health.

Studying Public Health and Health Promotion at Brunel helps you gain the advanced skills, principles and knowledge in this exciting discipline to achieve change and influence health policy at local, national and global levels. From local issues like the effects of the Heathrow expansion on public health to international topics like obesity or contagious viruses, you’ll be at the forefront in developing or improving existing approaches to solve these challenges.

Postgraduate courses

Gain a comprehensive understanding of ‘health’ in its broadest sense with our range of public health courses

Public Health and Health Promotion (online courses)

Study anywhere and at any time. Build connections with like-minded professionals worldwide with our online courses

Research and PhD programmes

See how our academics are making waves in the industry through world-class research

CPPD courses

Develop or extend your skills with our wide range of CPPD courses

Build your career in public health and health promotion at Brunel

Careers and your future

Pursue a career within organisations tasked with improving the health and wellbeing of society

Skills development

Find out more about public health and health promotion at brunel.

Meet the Public Health and Health Promotion team

If you have any questions about our Public Health and Health Promotion degree, get in touch

News and Events

Campus tour.

Take a guided tour of our campus with one of our friendly student ambassadors.

Research reaches out

LGBT+ History Month: Brunel research shedding light on LGBTQ+ ageing in the UK

Ageing Studies PhD

Clinical Education PGCert, PGDip and MSc

Environment and Health PhD

Health Economics PhD

Health Sciences Integrated PhD

Life Sciences Integrated PhD

Public Health and Health Promotion MSc

Public Health and Health Promotion PhD

Welfare, Health and Wellbeing PhD

• Schools & departments

Population Health Sciences PhD, MScR

Awards: PhD, MScR

Study modes: Full-time, Part-time

Funding opportunities

Programme website: Population Health Sciences

Upcoming Introduction to Postgraduate Study session

Join us on the 26th June to learn more about studying at the University of Edinburgh.

Find out more and register

Research profile

The Usher Institute supervises postgraduate research students in a wide range of population health disciplines, including epidemiology, genetic epidemiology, health promotion, health services research, medical statistics, molecular epidemiology and sociology and on a wide range of topics including allergic and respiratory disease, clinical trial and statistics methodology, eHealth, ethnicity and health, genetic epidemiology of complex diseases, global health, palliative care and cancer, society and health and families and relationships.

A principal aim is to foster interdisciplinary research involving quantitative and qualitative approaches via effective collaboration with biomedical scientists, epidemiologists, social scientists and clinical researchers throughout the University and beyond.

Before Applying

Before submitting an online application, prospective students should contact an academic members of staff who may act as first supervisor in order to align their research proposal with one of the Institute's main areas of research. A list of contacts for PhD supervisors can be found at:

• Usher Institute research
• List of supervisors

Training and support

Students will be integrated within the existing student-led approach at the Usher Institute, where structures are already in place to ensure a high-quality student experience.

The Centre for Population Health Sciences, which forms a large part of the Usher Institute, has a thriving PhD community with well-developed management and administrative structures.

University Quality Assurance monitoring and reporting processes will be adhered to. All supervisors will satisfy University requirements in terms of training and mentoring.

Expectations on the students, including assessment guidelines, will be clearly communicated by multiple channels (e.g. at interview, during induction, in the Postgraduate Research Student and Supervisor Handbook, by supervisors, at annual review meetings and on relevant web pages). All students will have at least two supervisors who will also give pastoral care and career advice in addition to student services provision.

Students will attend appropriate training, including transferable skills, at appropriate courses (e.g. from the Institute of Academic Development) identified in consultation with the supervisors.

The Usher Institute brings together researchers active in population health science research, including public health and primary care.

Within the school the Usher academic staff play a large role in research project supervision.

There are also links with the Institute of Genetics and Cancer and the Queen's Medical Research Institute.

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

MSc by Research: A UK 2:1 honours degree, or its international equivalent.

PhD: A UK 2:1 honours degree and a UK masters degree with a mark of at least 60%, or their international equivalents. We will also consider a UK 2:1 honours degree, or its international equivalent, and significant work experience in an area relevant to your research project.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 6.5 with at least 6.0 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 92 with at least 20 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 176 with at least 169 in each component.
• Trinity ISE : ISE II with distinctions in all four components.
• PTE Academic: total 62 with at least 59 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Tuition fees.

Scholarships and funding

Featured funding.

• Usher Institute postgraduate funding and scholarships

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK's governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your tuition fee status

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Postgraduate Administrator, Sarah Golightly
• Phone: +44 (0)131 651 5446
• Contact: [email protected]
• Usher Institute
• Teviot Place
• Central Campus
• Programme: Population Health Sciences
• School: Edinburgh Medical School: Molecular, Genetic & Population Health Sciences
• College: Medicine & Veterinary Medicine

Select your programme and preferred start date to begin your application.

PhD Population Health Sciences - 3 Years (Full-time)

Phd population health sciences - 6 years (part-time), msc by research population health sciences - 1 year (full-time), msc by research population health sciences - 2 years (part-time), application deadlines.

We encourage you to apply at least one month prior to entry so that we have enough time to process your application. If you are also applying for funding or will require a visa then we strongly recommend you apply as early as possible.

• How to apply

You must submit two references with your application.

Before making your application, it is advisable to make contact with a potential supervisor to discuss your research proposal. Further information on making a research degree application can be found on the College website:

• How to apply for a research degree

You will be formally interviewed (in person, by video-conferencing or Skype).

Find out more about the general application process for postgraduate programmes:

Alternatively, use our A–Z index

Attend an open day

PhD/MPhil Public Health

Year of entry: 2024

• View full page

We require applicants to hold, or be about to obtain, an Upper Second class Honours degree, or the equivalent qualification gained outside the UK, in a related subject area for entry to a PhD programme. A Lower Second class Honours degree may be considered if applicants also hold a Master's degree with a Merit classification.

Full entry requirements

See full guidance on how to choose a project and submit an application on our websi te . You should then complete the online admissions application form to apply for this programme. Ensure you include all required supporting documents at the time of submission, or this may delay the processing of your application.

Application deadlines

You must submit your application for a postgraduate research programme before the relevant deadline to be considered. You will not be able to apply after these deadlines have passed.

• January entry: 15 October (of the year prior entry)
• April entry: 15 January (year of entry)
• September entry: 15 June (year of entry)

Programme options

Programme overview

• Learn from some of Europe's leading researchers while undertaking your own project.
• Access some of the best research facilities in the world at both the University and in hospitals around Greater Manchester.
• Undergo training in transferable skills critical to developing early-stage researchers and professionals through the Doctoral Academy's training programme.
• Conduct research at a university ranked 6th in the UK (QS World University Rankings 2023).

For entry in the academic year beginning September 2024, the tuition fees are as follows:

• PhD (full-time) UK students (per annum): Standard £4,786, Low £11,000, Medium £17,500, High £23,000 International, including EU, students (per annum): Standard £27,000, Low £28,500, Medium £34,500, High £40,500
• PhD (part-time) UK students (per annum): Standard £2393, Low £5,500, Medium £8,750, High £11,500 International, including EU, students (per annum): Standard £13,500, Low £14,250, Medium £17,250, High £20,250

Further information for EU students can be found on our dedicated EU page.

Contact details

Programmes in related subject areas.

Use the links below to view lists of programmes in related subject areas.

Entry requirements

Academic entry qualification overview, english language.

For applicants whose first language is not English, or if you have not studied recently in the UK, you must provide evidence of how you meet the English Language requirement.

We mainly accept IELTS or TOEFL tests. Please note IELTS and TOEFL are only valid for two years.

We require a minimum IELTS score of 6.5 overall or TOEFL (iBT) 90. Each component of the English test should meet the minimum requirement of IELTS 5.5 in all components, TOEFL (iBT 22). For the  writing component , we expect you to have achieved a minimum of 6.0 (IELTS).

If your IELTS or TOEFL expires before the start of your programme, you will need to take another official English test before we can issue you with a CAS for your visa application. This is a requirement of UKVI.

For more information about English language tests see  English language requirements .

Please contact us at [email protected] for further information.

English language test validity

Other international entry requirements, application and selection, how to apply, advice to applicants.

In addition to the formal online application, candidates should send all supporting documents (CV, transcripts, certificates, confirmation of funding, English language ability (if applicable) and a personal statement).

About the personal statement   

We recommend that your personal statement summarises:

• any research experience and your interests;
• your motivation for postgraduate research study;
• why you want to do a postgraduate research degree in Manchester;
• your career development to date;
• your future career plans;
• other supporting information: recent publications if any or other research training and experience;

If you have completed a research project during your undergraduate/master's study, please give a short description of the work you undertook, including the following details:

• the research problem
• your key findings
• techniques acquired and skills learned

This information is especially important for applicants from overseas, so we can fully assess your practical background and experience alongside your academic qualifications. Failure to include this information may delay the processing of your application.

See further guidance on how to choose a project and submit an application  on our website .

Interview requirements

Candidates will be required to attend an interview with their prospective supervisor as well as an independent Postgraduate Tutor. If it is not possible for you to attend in person, we are able to interview by Zoom/video conferencing.

Disclosure and Barring Service check

Programme details, programme description.

Our PhD/MPhil Public Health Research programme enables you to undertake a  research project  that will provide you will high quality training in all three pillars of public health and preventative medicine including health protection, health improvement including health information and health/wellbeing services. Our PhDs/MPhils may involve a range of research methods, including evidence synthesis, analysis of routine data, population-based studies and qualitative research.

To see examples of the types of studies that are carried out, please visit the websites of the Epidemiology and Public Health Group  

http://research.bmh.manchester.ac.uk/epidemiology/  

and the Division of Population Health, Health Services Research & Primary Care

https://www.research.manchester.ac.uk/portal/en/facultiesandschools/division-of-population-health-health-services-research--primary-care(19db7129-c98b-4029-a819-8c5ffe20e845).html

Special features

Training and development

All of our postgraduate researchers attend the Doctoral Academy Training Programme delivered by the Researcher Development team . The programme provides key transferable skills and equips our postgraduate researchers with the tools to progress beyond their research degree into influential positions within academia, industry and consultancy. The emphasis is on enhancing skills critical to developing early-stage researchers and professionals, whether they relate to effective communication, disseminating research findings and project management skills.

Teaching and learning

Applicants are specifically matched with a Primary Supervisor and individual project based on their research interests and background.

International applicants interested in this research area can also consider our PhD programme with integrated teaching certificate .

This unique programme will enable you to gain a Postgraduate Certificate in Teaching and Learning, whilst also carrying out independent research on your chosen project.

Scholarships and bursaries

Funded programmes and projects are promoted throughout the year. Funding is available through UK Research Councils, charities and industry. We also have other internal awards and scholarships for the most outstanding applicants from within the UK and overseas.

For more information on available the types of funding we have available, please visit the  funded programmes  and  funding opportunities  pages.

What our students say

Disability support, career opportunities.

Your postgraduate research degree will open up a range of career opportunities after you graduate. Find out more on the  Careers  page.

Find a programme

Accounting and finance.

Find out about the University of Bristol's PhD in Accounting and Finance, including entry requirements, supervisors and research groups.

Advanced Quantitative Methods

Find out about the University of Bristol's PhD in Advanced Quantitative Methods, including entry requirements, supervisors and research groups.

Aerosol Science

Find out about the University of Bristol's PhD in Aerosol Science, including entry requirements, supervisors and research groups.

Aerospace Engineering

Find out about the University of Bristol's PhD in Aerospace Engineering, including entry requirements, supervisors and research groups.

Anthropology and Archaeology

Find out about the University of Bristol's PhD in Anthropology and Archaeology, including entry requirements, supervisors and research groups.

Biochemistry

Find out about the University of Bristol's PhD in Biochemistry, including entry requirements, supervisors and research groups.

Biological Sciences

Find out about the University of Bristol's PhD in Biological Sciences, including entry requirements, supervisors and research groups.

Cellular and Molecular Medicine

Find out about the University of Bristol's PhD in Cellular and Molecular Medicine, including entry requirements, supervisors and research groups.

Find out about the University of Bristol's PhD in Chemistry, including entry requirements, supervisors and research groups.

Civil Engineering

Find out about the University of Bristol's PhD in Civil Engineering, including entry requirements, supervisors and research groups.

Classics and Ancient History

Find out about the University of Bristol's PhD in Classics and Ancient History, including entry requirements, supervisors and research groups.

Clinical Conscious Sedation and Anxiety Management

Comparative literatures and cultures.

Find out about the University of Bristol's PhD and MPhil in Comparative Literatures and Cultures, including structure and supervisors.

Computer Science

Find out about the University of Bristol's PhD in Computer Science, including entry requirements, career prospects and research groups.

Creative Writing

Find out about the University of Bristol's PhD in Creative Writing, including entry requirements, supervisiors and research groups.

Cyber Security (Cyber Secure Everywhere)

Dds orthodontics.

Find out about the University of Bristol's Orthodontics Doctorate in Dental Surgery (DDS) research degree, including career prospects and supervisors.

DEdPsy Educational Psychology

Find out about the University of Bristol's Doctor of Educational Psychology (DEdPsy) research degree, including career prospects and supervisors.

Disability Studies

Find out about the University of Bristol's PhD in Disability Studies, including entry requirements, career prospects and research groups.

Dynamic Molecular Cell Biology (Wellcome Trust)

Find out about the University of Bristol's PhD in Dynamic Molecular Cell Biology, fully funded by the Wellcome Trust for UK students.

Earth Sciences

Find out about the University of Bristol's PhD in Earth Sciences, including entry requirements, supervisiors and research groups.

East Asian Studies

Find out about the University of Bristol's PhD in East Asian Studies, including entry requirements and key themes.

Find out about the University of Bristol's PhD in Economics, including entry requirements, supervisiors and research groups.

EdD Education: Learning, Leadership and Policy

Find out about the University of Bristol's EdD in Education: Learning, Leadership and Policy, including entry requirements, career prospects and research groups.

Find out about the University of Bristol's PhD in Education, including entry requirements, career prospects and research groups.

Electrical and Electronic Engineering

Find out about the University of Bristol's PhD in Electrical and Electronic Engineering, including entry requirements and research groups.

EngD Composites Manufacture

Engd future innovation in non-destructive evaluation, engineering biology, engineering mathematics.

Find out about the University of Bristol's PhD in Engineering Mathematics, including entry requirements, career prospects and research groups.

English Literature

Find out about the University of Bristol's PhD in English Literature, including entry requirements, supervisors and research groups.

Exercise, Nutrition and Health

Find out about the University of Bristol's PhD in Exercise, Nutrition and Health, including entry requirements, supervisors and research groups.

Film and Television

Find out about the University of Bristol's PhD in Film and Television, including entry requirements, supervisors and research groups.

Find out about the University of Bristol's PhD in French, including entry requirements, supervisors and research groups.

Geographical Sciences (Human Geography)

Find out about the University of Bristol's PhD in Geographical Sciences (Human Geography), including entry requirements, supervisors and research groups.

Geographical Sciences (Physical Geography)

Find out about the University of Bristol's PhD in Geographical Sciences (Physical Geography), including entry requirements, supervisors and research groups.

Find out about the University of Bristol's PhD in German, including entry requirements, supervisors and research groups.

Global Challenges and Transformations

Find out about the University of Bristol's PhD in Global Challenges and Transformations, including entry requirements, supervisors and research groups.

Graduate Diploma Economics

Great western four+ doctoral training partnership (nerc).

Find out about the Great Western Four+ Doctoral Training Partnership, a multidisciplinary training environment for postgraduate students in NERC sciences.

Health and Wellbeing

Find out about the University of Bristol's PhD in Health and Wellbeing, including entry requirements, supervisors and research groups.

Hispanic, Portuguese and Latin American Studies

Find out about the University of Bristol's PhD in Hispanic, Portuguese and Latin American Studies, including supervisors and research groups.

Find out about the University of Bristol's PhD in History, including entry requirements, supervisors and research groups.

History of Art

Find out about the University of Bristol's PhD in History of Art, including entry requirements, supervisors and research groups.

Innovation and Entrepreneurship

Find out about the University of Bristol's PhD in Innovation and Entrepreneurship, including entry requirements, supervisors and research groups.

Integrative Cardiovascular Science (BHF)

Find out about the University of Bristol's PhD in Integrative Cardiovascular Science (BHF), including entry requirements, funding and structure.

Find out about the University of Bristol's PhD in Italian, including entry requirements, structure and research groups.

Find out about the University of Bristol's PhD in Law, including entry requirements, structure and research groups.

Linguistics

Llm law - banking and finance law.

Find out about the University of Bristol's LLM in Banking and Finance Law, including structure, entry requirements and career prospects.

LLM Law - Commercial Law

Find out about the University of Bristol's LLM in Commercial Law, including structure, entry requirements and career prospects.

LLM Law - Company Law and Corporate Governance

Find out about the University of Bristol's LLM in Company Law and Corporate Governance, including structure, entry requirements and career prospects.

LLM Law - Employment, Work and Equality

Find out about the University of Bristol's LLM in Employment, Work and Equality Law, including structure, entry requirements and career prospects.

LLM Law - General Legal Studies

Find out about the University of Bristol's LLM in General Legal Studies, including structure, entry requirements and career prospects.

LLM Law - Health, Law and Society

Find out about the University of Bristol's LLM in Health, Law and Society, including structure, entry requirements and career prospects.

LLM Law - Human Rights Law

Find out about the University of Bristol's LLM in Human Rights Law, including structure, entry requirements and career prospects.

LLM Law - International Commercial Law

Find out about the University of Bristol's LLM in International Commercial Law, including structure, entry requirements and career prospects.

LLM Law - International Law

Find out about the University of Bristol's LLM in International Law, including structure, entry requirements and career prospects.

LLM Law - International Law and International Relations

Find out about the University of Bristol's LLM in International Law and International Relations, including structure, entry requirements and career prospects.

LLM Law - Labour Law and Corporate Governance

Llm law - law and globalisation, llm law - public law, llm law, environment, sustainability & business.

Find out about the University of Bristol's LLM in Law, Environment, Sustainability and Business, including structure, entry requirements and career prospects.

LLM Law, Environment, Sustainability and Business

Llm law, innovation & technology.

Find out about the University of Bristol's LLM in Law, Innovation and Technology, including structure, entry requirements and career prospects.

LLM Law, Innovation and Technology

Ma anthropology.

Find out about the University of Bristol's MA in Anthropology, including structure, entry requirements and career prospects.

MA Black Humanities

Ma chinese-english audiovisual translation.

Find out about the University of Bristol's MA in Chinese-English Audiovisual Translation, including structure, entry requirements and career prospects.

MA Chinese-English Translation

Find out about the University of Bristol's MA in Chinese-English Translation, including structure, entry requirements and career prospects.

MA Comparative Literatures and Cultures

Find out about the University of Bristol's MA in Comparative Literatures and Cultures, including structure, entry requirements and career prospects.

MA Composition of Music for Film and Television

Find out about the University of Bristol's MA in Composition of Music for Film and Television, including structure, entry requirements and career prospects.

MA Creative Innovation and Entrepreneurship

Find out about the University of Bristol's MA in Creative Innovation and Entrepreneurship, including structure, entry requirements and career prospects.

MA Creative Writing

Find out about the University of Bristol's MA in Creative Writing, including structure, entry requirements and career prospects.

MA English Literature

Find out about the University of Bristol's MA in English Literature, including structure, entry requirements and career prospects.

MA Environmental Humanities

Find out about the University of Bristol's MA in Environmental Humanities, including structure, entry requirements and career prospects.

MA Film and Television

Find out about the University of Bristol's MA in Film and Television, including structure, entry requirements and career prospects.

Find out about the University of Bristol's MA in History, including structure, entry requirements and career prospects.

MA History of Art

Find out about the University of Bristol's MA in History of Art, including structure, entry requirements and career prospects.

MA Immersive Arts (Virtual and Augmented Reality)

Find out about the University of Bristol's MSc, PGCert and PGDip in Immersive Arts (Virtual and Augmented Reality) including structure and career prospects.

Find out about the University of Bristol's MA in Law, including structure, entry requirements and career prospects.

MA Logic and Philosophy of Mathematics

Ma medieval studies.

Find out about the University of Bristol's MA in Medieval Studies, including structure, entry requirements and career prospects.

Find out about the University of Bristol's MA in Music, including structure, entry requirements and career prospects.

MA Philosophy

Ma philosophy and history of science, ma philosophy of biological and cognitive sciences, ma philosophy of physics, ma religion, ma translation, ma translation (online).

Find out about the University of Bristol's PhD in Management, including entry requirements, structure and research groups.

Mathematics

Find out about the University of Bristol's PhD in Mathematics, including entry requirements, structure and research groups.

Mechanical Engineering

Find out about the University of Bristol's PhD in Mechanical Engineering, including entry requirements, supervisors and research groups.

Medieval Studies

Find out about the University of Bristol's PhD in Medieval Studies, including entry requirements, supervisors and research groups.

Molecular, Genetic and Lifecourse Epidemiology (Wellcome)

Find out about the University of Bristol's PhD in Molecular, Genetic and Lifecourse Epidemiology, fully funded by the Wellcome Trust for UK students.

MRes Advanced Quantitative Methods

Find out about the University of Bristol's MRes in Advanced Quantitative Methods, including structure, entry requirements and career prospects.

MRes Economics

Find out about the University of Bristol's MRes in Economics, including structure, entry requirements and career prospects.

MRes Education

Find out about the University of Bristol's MRes in Education, including structure, entry requirements and career prospects.

MRes Global Political Economy

Mres health sciences research.

Find out about the University of Bristol's MRes in Health Sciences Research, including structure, entry requirements and career prospects.

MRes Security, Conflict and Human Rights

Mres sustainable futures.

Find out about the University of Bristol's MRes in Sustainable Futures, including structure, entry requirements and career prospects.

MSc Accounting and Finance

Find out about the University of Bristol's MSc in Accounting and Finance, including structure, entry requirements and career prospects.

MSc Accounting, Finance and Management

Find out about the University of Bristol's MSc in Accounting, Finance and Management, including structure, entry requirements and career prospects.

MSc Advanced Composites

Find out about the University of Bristol's MSc in Advanced Composites, including structure, entry requirements and career prospects.

MSc Advanced Microelectronic Systems Engineering

Find out about the University of Bristol's MSc in Advanced Microelectronic Systems Engineering, including structure, entry requirements and career prospects.

MSc Aerial Robotics

Find out about the University of Bristol's MSc in Aerial Robotics, including structure, entry requirements and career prospects.

MSc Applied Neuropsychology

Find out about the University of Bristol's MSc in Applied Neuropsychology, including structure, entry requirements and career prospects.

MSc Applied Neuropsychology (Distance Learning)

Msc applied neuropsychology (online), msc banking, regulation and financial stability.

Find out about the University of Bristol's MSc in Banking, Regulation and Financial Stability, including structure, entry requirements and career prospects.

MSc Bioinformatics

Find out about the University of Bristol's MSc in Bioinformatics, including structure, entry requirements and career prospects.

MSc Biomedical Engineering

Msc biomedical sciences research.

Find out about the University of Bristol's MSc in Biomedical Sciences Research, including structure, entry requirements and career prospects.

MSc Biorobotics

Find out about the University of Bristol's MSc in Biorobotics, including structure, entry requirements and career prospects.

MSc Business Analytics

Find out about the University of Bristol's MSc in Business Analytics, including structure, entry requirements and career prospects.

MSc Business Innovation and Entrepreneurship

Find out about the University of Bristol's MSc in Innovation and Entrepreneurship, including structure, entry requirements and career prospects.

MSc by research Global Environmental Challenges

Find out about the University of Bristol's MSc by research Global Environmental Challenges, including structure, entry requirements and career prospects.

MSc Cardiovascular Perfusion (distance learning)

Msc cardiovascular perfusion (online), msc climate change science and policy.

Find out about the University of Bristol's MSc in Climate Change Science and Policy, including structure, entry requirements and career prospects.

MSc Clinical Neuropsychology

Find out about the University of Bristol's MSc in Clinical Neuropsychology, including structure, entry requirements and career prospects.

MSc Clinical Perfusion Science

Msc clinical research methods and evidence-based medicine, msc communication networks and signal processing.

Find out about the University of Bristol's MSc in Communication Networks and Signal Processing, including structure, entry requirements and career prospects.

MSc Computer Science (Conversion)

Find out about the University of Bristol's MSc conversion programme in Computer Science, including structure, entry requirements and career prospects.

MSc Contemporary Identities

Find out about the University of Bristol's MSc in Contemporary Identities, including structure, entry requirements and career prospects.

MSc Cyber Security (Infrastructures Security)

Find out about the University of Bristol's MSc in Cyber Security (Infrastructures Security), including structure, entry requirements and career prospects.

MSc Data Science

Find out about the University of Bristol's MSc in Data Science, including structure, entry requirements and career prospects.

MSc Data Science (Distance Learning)

Msc data science (online), msc dental implantology.

Find out about the University of Bristol's MSc in Dental Implantology, including structure, entry requirements and career prospects.

MSc Development and Security

Find out about the University of Bristol's MSc in Development and Security, including structure, entry requirements and career prospects.

MSc Digital Health

Find out about the University of Bristol's MSc in Digital Health, including structure, entry requirements and career prospects.

MSc Earthquake Engineering and Infrastructure Resilience

Find out about the University of Bristol's MSc in Earthquake Engineering and Infrastructure Resilience, including structure and career prospects.

MSc East Asian Development and the Global Economy

Find out about the University of Bristol's MSc in East Asian Development and the Global Economy, including structure and career prospects.

MSc Economics

Find out about the University of Bristol's MSc in Economics, including structure, entry requirements and career prospects.

MSc Economics and Finance

Find out about the University of Bristol's MSc in Economics and Finance, including structure, entry requirements and career prospects.

MSc Economics with Data Science

Find out about the University of Bristol's MSc in Economics with Data Science, including structure, entry requirements and career prospects.

MSc Economics, Finance and Management

Find out about the University of Bristol's MSc in Economics, Finance and Management including structure, entry requirements and career prospects.

MSc Education (Education and Climate Change)

Find out about the University of Bristol's MSc in Education (Education and Climate Change), including structure, entry requirements and career prospects.

MSc Education (Inclusive Education)

Find out about the University of Bristol's MSc in Education (Inclusive Education), including structure, entry requirements and career prospects.

MSc Education (Leadership and Policy)

Find out about the University of Bristol's MSc in Education (Leadership and Policy), including structure, entry requirements and career prospects.

MSc Education (Learning, Technology and Society)

Find out about the University of Bristol's MSc in Education (Learning, Technology and Society), including structure, entry requirements and career prospects.

MSc Education (Mathematics Education)

Find out about the University of Bristol's MSc in Education (Mathematics Education), including structure, entry requirements and career prospects.

MSc Education (Neuroscience and Education)

Find out about the University of Bristol's MSc in Education (Neuroscience and Education), including structure, entry requirements and career prospects.

MSc Education (Open Pathway)

Find out about the University of Bristol's MSc in Education (Open Pathway), including structure, entry requirements and career prospects.

MSc Education (Policy and International Development)

Find out about the University of Bristol's MSc in Education (Policy and International Development) including structure, entry requirements and career prospects.

MSc Education (Teaching and Learning)

Msc engineering mathematics.

Find out about the University of Bristol's MSc in Engineering Mathematics, including structure, entry requirements and career prospects.

MSc Engineering with Management

Find out about the University of Bristol's MSc in Engineering with Management, including structure, entry requirements and career prospects.

MSc Environmental Analytical Chemistry

Msc environmental modelling and data analysis.

Find out about the University of Bristol's MSc in Environmental Modelling and Data Analysis, including structure, entry requirements and career prospects.

MSc Environmental Policy and Management

Find out about the University of Bristol's MSc in Environmental Policy and Management, including structure, entry requirements and career prospects.

MSc Epidemiology

Find out about the University of Bristol's MSc in Epidemiology, including structure, entry requirements and career prospects.

MSc Finance and Investment

Find out about the University of Bristol's MSc in Finance and Investment, including structure, entry requirements and career prospects.

MSc Financial Technology

Find out about the University of Bristol's MSc in Financial Technology, including structure, entry requirements and career prospects.

MSc Financial Technology with Data Science

Find out about the University of Bristol's MSc in Financial Technology with Data Science, including structure, entry requirements and career prospects.

MSc Gender and International Relations

Find out about the University of Bristol's MSc in Gender and International Relations, including structure, entry requirements and career prospects.

MSc Geographic Data Science and Spatial Analytics

Find out about the University of Bristol's MSc in Geographic Data Science and Spatial Analytics, including structure, entry requirements and career prospects.

MSc Global Development and Environment

Find out about the University of Bristol's MSc in Global Development and Environment, including structure, entry requirements and career prospects.

MSc Global Management

Msc global operations and supply chain management.

Find out about the University of Bristol's MSc in Global Operations and Supply Chain Management, including structure, entry requirements and career prospects.

MSc Global Wildlife Health and Conservation

Find out about the University of Bristol's MSc in Global Wildlife Health and Conservation, including structure, entry requirements and career prospects.

MSc Health Economics and Health Policy Analysis

Find out about the University of Bristol's MSc in Health Economics and Health Policy Analysis, including structure, entry requirements and career prospects.

MSc Health Professions Education

Msc health professions education (online), msc healthcare management, msc healthcare management (online), msc human geography: society and space.

Find out about the University of Bristol's MSc in Human Geography: Society and Space, including structure, entry requirements and career prospects.

MSc Human Resource Management and the Future of Work

Find out about the University of Bristol's MSc in Human Resource Management and the Future of Work, including structure and career prospects.

MSc Human-Computer Interaction (Online)

Msc image and video communications and signal processing.

Find out about the University of Bristol's MSc in Image and Video Communications and Signal Processing, including structure and career prospects.

MSc Immersive Technologies (Virtual and Augmented Reality)

Find out about the University of Bristol's MSc in Immersive Technologies (Virtual and Augmented Reality), including structure and career prospects.

MSc Innovation and Entrepreneurship

Msc international business and strategy: global challenges.

Find out about the University of Bristol's MSc in International Business and Strategy: Global Challenges), including structure and career prospects.

MSc International Development

Find out about the University of Bristol's MSc in International Development, including structure, entry requirements and career prospects.

MSc International Relations

Find out about the University of Bristol's MSc in International Relations, including structure, entry requirements and career prospects.

MSc International Security

Find out about the University of Bristol's MSc in International Security, including structure, entry requirements and career prospects.

MSc Management

Find out about the University of Bristol's MSc in Management, including structure, entry requirements and career prospects.

MSc Management (CSR and Sustainability)

Find out about the University of Bristol's MSc in Management (CSR and Sustainability), including structure, entry requirements and career prospects.

MSc Management (Digitalisation and Big Data)

Find out about the University of Bristol's MSc in Management (Digitalisation and Big Data), including structure, entry requirements and career prospects.

MSc Management (Entrepreneurship and Innovation)

Find out about the University of Bristol's MSc in Management (Entrepreneurship and Innovation), including structure, entry requirements and career prospects.

MSc Management (International Business)

Find out about the University of Bristol's MSc in Management (International Business), including structure, entry requirements and career prospects.

MSc Management (International Human Resource Management)

Find out about the University of Bristol's MSc in Management (International Human Resource Management), including structure and career prospects.

MSc Management (Marketing)

Find out about the University of Bristol's MSc in Management (Marketing), including structure, entry requirements and career prospects.

MSc Management (Project Management)

Find out about the University of Bristol's MSc in Management (Project Management), including structure, entry requirements and career prospects.

MSc Marketing

Find out about the University of Bristol's MSc in Marketing, including structure, entry requirements and career prospects.

MSc Mathematical Sciences

Find out about the University of Bristol's MSc in Mathematical Sciences, including structure, entry requirements and career prospects.

MSc Medical Statistics and Health Data Science

Find out about the University of Bristol's MSc in Medical Statistics and Health Data Science, including structure, entry requirements and career prospects.

MSc Molecular Neuroscience

Find out about the University of Bristol's MSc in Molecular Neuroscience, including structure, entry requirements and career prospects.

MSc Nanoscience and Functional Nanomaterials

Msc nuclear science and engineering.

Find out about the University of Bristol's MSc in Nuclear Science and Engineering, including structure, entry requirements and career prospects.

MSc Nutrition, Physical Activity and Public Health

Find out about the University of Bristol's MSc in Nutrition, Physical Activity and Public Health, including structure, entry requirements and career prospects.

MSc Optical Communications and Signal Processing

Find out about the University of Bristol's MSc in Optical Communications and Signal Processing, including structure, entry requirements and career prospects.

MSc Optoelectronic and Quantum Technologies

Find out about the University of Bristol's MSc in Optoelectronic and Quantum Technologies, including structure, entry requirements and career prospects.

MSc Oral Medicine

Find out about the University of Bristol's MSc in Oral Medicine, including structure, entry requirements and career prospects.

MSc Orthopaedic Research Methods and Evidence-Based Medicine

Msc palaeobiology.

Find out about the University of Bristol's MSc in Palaeobiology, including structure, entry requirements and career prospects.

MSc Perfusion Science

Msc periodontology.

Find out about the University of Bristol's MSc and Postgraduate Certificate in Perfusion Science, including structure, entry requirements and career prospects.

MSc Policy Research

Find out about the University of Bristol's MSc in Policy Research, including structure, entry requirements and career prospects.

MSc Psychology (Conversion)

Msc psychology of education bps.

Find out about the University of Bristol's MSc conversion programme in Psychology of Education, accreddiated by the British Psychological Society,

MSc Public Health

Find out about the University of Bristol's MSc in Public Health, including structure, entry requirements and career prospects.

MSc Public Policy

Find out about the University of Bristol's MSc in Public Policy, including structure, entry requirements and career prospects.

MSc Public Policy Analysis (Distance Learning)

Msc reproduction and development.

Find out about the University of Bristol's MSc, PGCert and PGDip in Reproduction and Development, including structure, entry requirements and career prospects.

MSc Robotics

Find out about the University of Bristol's MSc in Robotics, including structure, entry requirements and career prospects.

MSc Science Communication for a Better Planet

Find out about the University of Bristol's MSc in Science Communication for a Better Planet, including structure, entry requirements and career prospects.

MSc Scientific Computing with Data Science

Find out about the University of Bristol's MSc in Scientific Computing with Data Science, including structure, entry requirements and career prospects.

MSc Social and Cultural Theory

Find out about the University of Bristol's MSc in Social and Cultural Theory, including structure, entry requirements and career prospects.

MSc Social Innovation and Entrepreneurship

Find out about the University of Bristol's MSc in Social Innovation and Entrepreneurship, including structure, entry requirements and career prospects.

MSc Social Science Research Methods (Management)

Find out about the University of Bristol's MSc in Social Science Research Methods (Management), including structure, entry requirements and career prospects.

MSc Social Science Research Methods (Politics)

Find out about the University of Bristol's MSc in Social Science Research Methods (Politics), including structure, entry requirements and career prospects.

MSc Social Science Research Methods (Sociology)

Find out about the University of Bristol's MSc in Social Science Research Methods (Sociology), including structure, entry requirements and career prospects.

MSc Social Work

Find out about the University of Bristol's MSc in Social Work, including structure, entry requirements and career prospects.

MSc Social Work Research

Find out about the University of Bristol's MSc in Social Work Research, including structure, entry requirements and career prospects.

MSc Society, Politics and Climate Change

Find out about the University of Bristol's MSc in Society, Politics and Climate Change, including structure, entry requirements and career prospects.

MSc Socio-Legal Studies

Find out about the University of Bristol's MSc in Socio-Legal Studies, including structure, entry requirements and career prospects.

MSc Sociology

Find out about the University of Bristol's MSc in Sociology, including structure, entry requirements and career prospects.

MSc Stem Cells and Regeneration

Msc stem cells and regeneration (online), msc strategy, change and leadership.

Find out about the University of Bristol's MSc and PGCert in Strategy, Change and Leadership, including structure, entry requirements and career prospects.

MSc Sustainable Engineering

Msc teaching and learning for health professionals, msc teaching english to speakers of other languages (tesol).

Find out about the University of Bristol's MSc in Teaching English to Speakers of Other Languages, including structure, entry requirements and career prospects.

MSc Technology Innovation and Entrepreneurship

Find out about the University of Bristol's MSc in Technology Innovation and Entrepreneurship, including structure, entry requirements and career prospects.

MSc Translational Cardiovascular Medicine

Find out about the University of Bristol's MSc, PGCert and PGDip in Translational Cardiovascular Medicine, including structure and entry requirements.

MSc Translational Cardiovascular Medicine (Online)

Msc volcanology, msc water and environmental management.

Find out about the University of Bristol's MSc in Water and Environmental Management, including structure, entry requirements and career prospects.

MSc Wireless Communications and Signal Processing

Find out about the University of Bristol's MSc in Wireless Communications and Signal Processing, including structure, entry requirements and career prospects.

Find out about the University of Bristol's PhD in Music, including entry requirements, supervisors and research groups.

Oral and Dental Sciences

Find out about the University of Bristol's PhD in Oral and Dental Sciences, including entry requirements, supervisors and research groups.

PG Certificate (Postgraduate Certificate) Clinical Neuropsychology Practice

Find out about the University of Bristol's Postgraduate Certificate in Clinical Neuropsychology Practice, including structure and career prospects.

PG Certificate (Postgraduate Certificate) Clinical Oral Surgery

Find out about the University of Bristol's Postgraduate Certificate in Clinical Oral Surgery, including structure, entry requirements and career prospects.

PG Certificate (Postgraduate Certificate) Clinical Perfusion Science

Pg certificate (postgraduate certificate) healthcare improvement, pg certificate (postgraduate certificate) healthcare improvement (online), pg certificate (postgraduate certificate) perfusion science, pg diploma (postgraduate diploma) applied neuropsychology, pg diploma (postgraduate diploma) applied neuropsychology (bristol-based), pg diploma (postgraduate diploma) applied neuropsychology (distance learning), pg diploma (postgraduate diploma) applied neuropsychology (online), pg diploma (postgraduate diploma) clinical neuropsychology.

Find out about the University of Bristol's Postgraduate Diploma in Clinical Neuropsychology, including structure, entry requirements and career prospects.

PG Diploma (Postgraduate Diploma) Orthodontic Therapy

Pg diploma (postgraduate diploma) philosophy, pg diploma (postgraduate diploma) theoretical and practical clinical neuropsycho, pg diploma (postgraduate diploma) theoretical and practical clinical neuropsychology.

Find out about the University of Bristol's PG Diploma in Theoretical and Practical Clinical Neuropsychology, including structure and entry requirements.

PGCE Education (Secondary)

Find out about the University of Bristol's PGCE in Education (Secondary) including structure, entry requirements and career prospects.

PhD Accounting and Finance

Phd advanced composites, phd advanced quantitative methods, phd aerosol science, phd aerospace engineering, phd anthropology and archaeology, phd biochemistry, phd biological sciences, phd cellular and molecular medicine, phd chemistry, phd civil engineering, phd classics and ancient history, phd comparative literatures and cultures, phd computational statistics and data science: compass, phd computer science, phd creative writing, phd cyber security (tips at scale), phd digital health and care, phd disability studies, phd dynamic molecular cell biology (wellcome trust), phd earth sciences, phd east asian studies, phd economics, phd education, phd electrical and electronic engineering, phd engineering mathematics, phd english literature, phd exercise, nutrition and health, phd film and television, phd geographical sciences (human geography), phd geographical sciences (physical geography), phd global political economy, phd great western four+ doctoral training partnership (nerc), phd health and wellbeing, phd hispanic, portuguese and latin american studies, phd history, phd history of art, phd innovation and entrepreneurship, phd integrative cardiovascular science (bhf), phd interactive artificial intelligence, phd italian, phd management, phd mathematics, phd mechanical engineering, phd medieval studies, phd molecular, genetic and lifecourse epidemiology (wellcome), phd oral and dental sciences, phd philosophy, phd physics, phd physiology, pharmacology and neuroscience, phd politics, phd population health sciences, phd psychology, phd quantum engineering, phd religion and theology, phd robotics and autonomous systems, phd russian, phd security, conflict and human rights, phd social policy, phd social work, phd sociology, phd south west biosciences doctoral training partnership (bbsrc), phd south west doctoral training partnership (esrc), phd sustainable futures, phd technology enhanced chemical synthesis, phd theatre and performance, phd translation, phd translational health sciences, phd veterinary sciences.

Find out about the University of Bristol's PhD in Philosophy, including entry requirements, supervisors and research groups.

Find out about the University of Bristol's PhD in Physics, including entry requirements, supervisors and research groups.

Physiology, Pharmacology and Neuroscience

Find out about the University of Bristol's PhD in Physiology, Pharmacology and Neuroscience, including entry requirements, supervisors and research groups.

Find out about the University of Bristol's PhD in Politics, including key themes and entry requirements.

Population Health Sciences

Find out about the University of Bristol's PhD in Population Health Sciences, including entry requirements, career prospects and research groups.

Practice-Oriented Artificial Intelligence

Quantum information science and technologies, religion and theology.

Find out about the University of Bristol's PhD in Religion and Theology, including structure, entry requirements and supervisors.

Find out about the University of Bristol's PhD in Russian, including entry requirements, supervisors and research groups.

Social Policy

Find out about the University of Bristol's PhD in Social Policy, including entry requirements, supervisors and research groups.

Social Work

Find out about the University of Bristol's PhD in Social Work, including entry requirements, supervisors and research groups.

Find out about the University of Bristol's PhD in Sociology, including entry requirements, supervisors and research groups.

Sociotechnical Futures and Digital Methods

Find out about the University of Bristol's PhD in Sociotechnical Futures and Digital Methods, including entry requirements, supervisors and research groups.

South West Biosciences Doctoral Training Partnership (BBSRC)

Find out about the University of Bristol's South West Biosciences Doctoral Training Partnership, including structure and entry requirements.

Sustainable Futures

Find out about the University of Bristol's PhD in Sustainable Futures, including entry requirements, supervisors and research groups.

Technology Enhanced Chemical Synthesis

Find out about the University of Bristol's PhD in Technology Enhanced Chemical Synthesis, including entry requirements, supervisors and research groups.

Theatre and Performance

Find out about the University of Bristol's PhD in Theatre and Performance, including entry requirements, supervisors and research groups.

Translation

Find out about the University of Bristol's PhD in Translation, including entry requirements, supervisors and research groups.

Translational Health Sciences

Find out about the University of Bristol's PhD in Translational Health Sciences, including entry requirements, supervisors and research groups.

Veterinary Sciences

Find out about the University of Bristol's PhD in Veterinary Sciences, including entry requirements, research groups and career prospects.

We have 15 health promotion PhD Projects, Programmes & Scholarships

All disciplines

All locations

Institution

All Institutions

All PhD Types

All Funding

health promotion PhD Projects, Programmes & Scholarships

Strengthening community knowledge exchange to develop a regional health champion network, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Competition Funded PhD Project (UK Students Only)

This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

PhD opportunities in health sciences

Funded phd programme (uk students only).

Some or all of the PhD opportunities in this programme have funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

PhD Research Programme

PhD Research Programmes present a range of research opportunities shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Structured PhD in Child and Youth Research

Funded phd programme (students worldwide).

Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

Social Sciences Research Programme

Social Sciences Research Programmes present a range of research opportunities, shaped by a university’s particular expertise, facilities and resources. You will usually identify a suitable topic for your PhD and propose your own project. Additional training and development opportunities may also be offered as part of your programme.

Delivering Precision Health Care Using Genomics: Understanding Organisational Readiness within the National Health Service (NHS)

Funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

Musculoskeletal Health in the Workplace: Prevention and Intervention

Self-funded phd students only.

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

The Health4Her Project

Funded phd project (students worldwide).

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Transforming Lives PhD Scholarship - Sheffield Hallam University: ENHANCE - Evaluating the NHs englANd Complications of Excess weight clinics for children and young people

Competition funded phd project (students worldwide).

This project is in competition for funding with other projects. Usually the project which receives the best applicant will be successful. Unsuccessful projects may still go ahead as self-funded opportunities. Applications for the project are welcome from all suitably qualified candidates, but potential funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

PhD candidate - Origin of Obesity and Metabolic Disorders in Childhood (f/m/x)

Phd candidate to study immune and oncogenic signaling in cellular and animal models (f/m/x), apply now for our fully funded phd scholarships in singapore at the institute for digital molecular analytics & science (idmxs), singapore phd programme.

A Singaporean PhD usually takes 3 years. Programmes are highly structured with taught courses and qualifying examinations in the first year, before students are confirmed as PhD candidates and allowed to produce a thesis. This is presented in a public seminar and then defended in a private oral examination. Programmes are often delivered in English.

Optimisation and feasibility testing of a self-administered gratitude intervention to promote mental health and wellbeing

Breastfeeding and big babies - lifecourse and genomics epidemiological approaches to disentangle cause and effect., phd (school of social sciences) doctorate.

The PhD opportunities on this programme do not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Cancer: Investigation of accentuated mitochondrial ROS and NLRP3 inflammasome activation in cystic fibrosis and colorectal carcinoma.

The role of vitamin d3 in treating skin cancer and preventing drug resistance.

FindAPhD. Copyright 2005-2024 All rights reserved.

Unknown    ( change )

Have you got time to answer some quick questions about PhD study?

Select your nearest city

You haven’t completed your profile yet. To get the most out of FindAPhD, finish your profile and receive these benefits:

• Monthly chance to win one of ten £10 Amazon vouchers ; winners will be notified every month.*
• The latest PhD projects delivered straight to your inbox
• Access to our £6,000 scholarship competition
• Weekly newsletter with funding opportunities, research proposal tips and much more
• Early access to our physical and virtual postgraduate study fairs

Or begin browsing FindAPhD.com

or begin browsing FindAPhD.com

*Offer only available for the duration of your active subscription, and subject to change. You MUST claim your prize within 72 hours, if not we will redraw.

Do you want hassle-free information and advice?

Create your FindAPhD account and sign up to our newsletter:

• Find out about funding opportunities and application tips
• Receive weekly advice, student stories and the latest PhD news
• Hear about our upcoming study fairs
• Save your favourite projects, track enquiries and get personalised subject updates

Create your account

Looking to list your PhD opportunities? Log in here .

Filtering Results

• Accessibility Tools
• Current Students
• Postgraduate
• Postgraduate Research Programmes
• School of Health and Social Care Postgraduate Research Courses

Public Health, Ph.D. / M.Phil

• An introduction to postgraduate study
• Postgraduate Taught Courses
• Postgraduate scholarships and bursaries
• Contact the Postgrad Admissions team
• Scholarships and Bursaries
• Research projects
• Postgraduate Research Programmes coming soon
• How to apply for your Postgraduate Research programme
• School of Aerospace, Civil, Electrical and Mechanical Engineering Research Courses
• School of Biosciences, Geography and Physics Postgraduate Research Courses
• School of Culture and Communication Postgraduate Research Courses
• School of Engineering and Applied Sciences Postgraduate Research Courses
• Gerontology and Ageing Studies, PhD/MPhil
• Health and Wellbeing, MSc by Research
• Health Economics, PhD/MPhil/MSc by Research
• Health Policy, PhD/MPhil
• Health Sciences, PhD/MPhil
• Healthcare Management, PhD/MPhil
• Mental Health, PhD/MPhil
• Nursing, PhD/MPhil
• Public Health, PhD/MPhil
• Social Work and Social Care, PhD/MPhil
• Children and Young People, PhD/MPhil
• School of Law Postgrad Research Courses
• School of Management Postgraduate Research Courses
• School of Mathematics and Computer Science Postgraduate Research Courses
• Medical School Postgraduate Research Courses
• School of Psychology Postgraduate Research Courses
• School of Social Sciences Postgraduate Research Courses
• Fees and Funding
• How to Apply For Your Postgraduate Course
• Postgraduate Fees and Funding
• Postgraduate Open Days
• Apply Online
• Postgraduate Careers and Employability
• Accommodation
• Postgraduate Study Video Hub
• Why study at Swansea
• Academi Hywel Teifi
• Student life
• Student Services
• Information for parents and advisors
• Enrolment, Arrivals and Welcome
• Postgraduate Enquiry
• Postgraduate programme changes
• Meet our postgraduate students
• Postgraduate Prospectus
• Fast-track for current students

Are you a UK or International Student?

Contribute to improvements at all levels in public health policy, key course details.

Course Overview

Start dates: 1st October, 1st January, 1st April, 1st July.

By providing an evidence base through empirical investigation, audit, and evaluation, our research actively contributes to improvements at all levels in public health policy and practice.

A PhD in Public Health gives you the opportunity to pursue your particular personal or professional research interests in this wide-ranging area.

Over the course of your studies, you will develop and enhance transferable skills such as problem-solving, project management, and critical thinking that are valued in any professional setting.

Recent research projects carried out by our students include the impact of a structured education package on nurses’ knowledge and practice in Hepatitis B and Hepatitis C in Saudi Arabia, and health visitors understanding of the principle ‘influencing policies affecting health’.

As a student at our School of Health and Social Care, you will benefit from a dynamic and supportive research environment with many opportunities to make connections across disciplines and develop links with organisations and policymakers both in the UK and abroad. As such, you can be confident that your research will inform and be informed by the wider health and social care environment.

According to the most recent Research Excellence Framework in 2014-2021, over 75% of the research carried out at the school was of international or world-leading quality.

Recent research funding and collaboration partners include:

• Welsh Government
• Public Health Wales
• European Union
• Amgen Europe
• Ministry of Defence
• GlaxoSmithKline Biologicals
• British Medical Association
• National Institute for Social Care and Health Research
• Astrazeneca
• The Wellcome Trust.

You will be joining a university that was named ‘University of the Year’ and ‘Postgraduate’ runner up in the What Uni Student Choice Awards 2019.

Entry Requirements

Qualifications MPhil:  Applicants for MPhil must normally hold an undergraduate degree at 2.1 level (or Non-UK equivalent as defined by Swansea University). See -  Country-specific Information for European Applicants 2019  and  Country-specific Information for International Applicants 2019 .

PhD : Applicants for PhD must normally hold an undergraduate degree at 2.1 level and a master’s degree. Alternatively, applicants with a UK first class honours degree (or Non-UK equivalent as defined by Swansea University) not holding a master’s degree, will be considered on an individual basis. See -  Country-specific Information for European Applicants 2019  and  Country-specific Information for International Applicants 2019 . 

English Language IELTS 6.5 Overall (with no individual component below 6.5) or Swansea University recognised equivalent.  Full details of our English Language policy, including certificate time validity, can be found here.

As well as academic qualifications, Admissions decisions may be based on other factors, including (but not limited to): the standard of the research synopsis/proposal, performance at interview, intensity of competition for limited places, and relevant professional experience.

Reference Requirement

As standard, two references are required before we can progress applications to the College/School research programme Admissions Tutor for consideration.

Applications received without two references attached are placed on hold, pending receipt of the outstanding reference(s). Please note that any protracted delay in receiving the outstanding reference(s) may result in the need to defer your application to a later potential start point/entry month, than what you initially listed as your preferred start option.

You may wish to consider contacting your referee(s) to assist in the process of obtaining the outstanding reference(s) or alternatively, hold submission of application until references are sourced. Please note that it is not the responsibility of the University Admissions Office to obtain missing reference(s) after our initial email is sent to your nominated referee(s), requesting a reference(s) on your behalf.

The reference can take the form of a letter on official headed paper, or via the University’s standard reference form. Click this link to download the university reference form .

Alternatively, referees can email a reference from their employment email account, please note that references received via private email accounts, (i.e. Hotmail, Yahoo, Gmail) cannot be accepted.

References can be submitted to [email protected] .

How you are Supervised

Research degrees typically last from three years (full-time study) to six years (part-time) for a PhD, or two years (full-time) to four years (part-time) for an MPhil.  Key features include:

• An environment in which you can develop and enhance transferable skills such as problem solving, independent thinking, project management, and critical thinking.
• The support of two academic supervisors throughout your studies.
• The availability of structured training, interdisciplinary seminars, dedicated research facilities and software from both the school and University.
• Support from a dynamic community of research staff and students each pursuing their own lines of research.
• Assessment by means of a thesis of up to 100,000 words which must demonstrate the student’s capacity to pursue original research and should represent a distinct and significant contribution to the subject. This is then followed by an oral examination of the thesis (viva).

Find out more about some of the academic staff supervising theses in these areas:

Professor Joy Merrell

Find out about our Nursing Research Group.

Welsh Provision

Tuition fees, ph.d. 3 year full time.

Ph.D. 6 Year Part Time

M.Phil 2 Year Full Time

M.phil 4 year part time.

Tuition fees for years of study after your first year are subject to an increase of 3%.

You can find further information of your fee costs on our tuition fees page .

You may be eligible for funding to help support your study. To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page .

International students and part-time study: It may be possible for some students to study part-time under the Student Visa route. However, this is dependent on factors relating to the course and your individual situation. It may also be possible to study with us if you are already in the UK under a different visa category (e.g. Tier 1 or 2, PBS Dependant, ILR etc.). Please visit the University information on Visas and Immigration for further guidance and support.

Current students: You can find further information of your fee costs on our tuition fees page .

Funding and Scholarships

You may be eligible for funding to help support your study.

Government funding is now available for Welsh, English and EU students starting eligible postgraduate research programmes at Swansea University. To find out more, please visit our postgraduate loans page.

To find out about scholarships, bursaries and other funding opportunities that are available please visit the University's scholarships and bursaries page.

Academi Hywel Teifi at Swansea University and the Coleg Cymraeg Cenedlaethol offer a number of generous scholarships and bursaries for students who wish to study through the medium of Welsh or bilingually. For further information about the opportunities available to you, visit the Academi Hywel Teifi Scholarships and Bursaries page.

Additional Costs

Access to your own digital device/the appropriate IT kit will be essential during your time studying at Swansea University. Access to wifi in your accommodation will also be essential to allow you to fully engage with your programme. See our dedicated webpages for further guidance on suitable devices to purchase, and for a full guide on getting your device set up .

You may face additional costs while at university, including (but not limited to):

• Travel to and from campus
• Printing, photocopying, binding, stationery and equipment costs (e.g. USB sticks)
• Purchase of books or texts
• Gowns for graduation ceremonies

How to Apply

Details of the application process for research degrees are available  here , and you can apply online and track your application status at  www.swansea.ac.uk/applyonline .  As part of your application you should include a research proposal outlining your proposed topic of study.  Guidance on writing a research proposal is also  available .

You can expect to be interviewed following your application to discuss your topic of research and to demonstrate the necessary level of commitment to your studies and training.

It is advisable that you contact us at [email protected]   before submitting your application. This will ensure we can identify appropriate supervisors, and work with you to refine your proposal. 

If you're an international student, find out more about applying for this course at our  international student web pages 

Suggested Application Timings

In order to allow sufficient time for consideration of your application by an academic, for potential offer conditions to be met and travel / relocation, we recommend that applications are made before the dates outlined below. Please note that applications can still be submitted outside of the suggested dates below but there is the potential that your application/potential offer may need to be moved to the next appropriate intake window.

October Enrolment

UK Applicants – 15th August

EU/International applicants – 15th July

January Enrolment

UK applicants – 15th November

EU/International applicants – 15th October

April Enrolment

UK applicants – 15th February

EU/International applicants – 15th January

July Enrolment

UK applicants – 15th May

EU/International applicants – 15th April

EU students - visa and immigration information is available and will be regularly updated on our information for EU students page.

PhD Programme Specification

This Programme Specification refers to the current academic year and provides indicative content for information. The University will seek to deliver each course in accordance with the descriptions set out in the relevant course web pages at the time of application. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision , either before or after enrolment.

Programme Summary 

This PhD in Public Health at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 100,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The PhD is examined following an oral examination of the thesis (a viva voce examination or viva voce). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. There may also be opportunities to develop your teaching skills through undergraduate tutorials, demonstrations and seminars.

Programme Aims

This PhD programme will provide doctoral researchers with:

• The opportunity to conduct high quality postgraduate research in a world leading research environment.
• Key skills needed to undertake advanced academic and non-academic research including qualitative and quantitative data analysis.
• Advanced critical thinking, intellectual curiosity and independent judgement.

Programme Structure

The programme comprises three key elements:

• Entry and confirmation of candidature
• Main body of research
• Thesis and viva voce

The programme comprises of the undertaking of an original research project of 3 years duration full time (6 years duration part time). Doctoral researchers may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Doctoral researchers for the PhD in Public Health are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 100,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination (viva voce).

Doctoral Researcher Supervision and Support

Doctoral researchers will be supervised by a supervisory team. Where appropriate, staff from Colleges/Schools other than the ‘home’ College/School (other Colleges/Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the doctoral research journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the  doctoral researcher to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre). 

Programme Learning Outcomes

Upon successful completion of this programme,  doctoral researchers should be able to:

Knowledge & Understanding

• Demonstrate the systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of research through the development of a written thesis.
• Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship. 
• Disseminate new knowledge gained through original research or other advanced scholarship via high quality peer reviewed publications within the discipline.
• Apply research skills and subject theory to the practice of research.
• Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised. 

Attitudes and values

• Conceptualise, design and implement a project aimed at the generation of new knowledge or applications within Public Health.
• Make informed judgements on complex issues in the field of Public Health, often in the absence of complete data and defend those judgements to an appropriate audience.
• Apply sound ethical principles to research, with due regard for the integrity of persons and in accordance with professional codes of conduct.
• Demonstrate self-awareness of individual and cultural diversity, and the reciprocal impact in social interaction between self and others when conducting research involving people.

Research Skills

• Respond appropriately to unforeseen problems in project design by making suitable amendments.
• Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media and events, including conference presentations, seminars and workshops.
• Correctly select, interpret and apply relevant techniques for research and advanced academic enquiry.
• Develop the networks and foundations for on-going research and development within the discipline.
• Implement  advanced research skills to a substantial degree of independence.
• Locate information and apply it to research practice.

Skills and Competencies

• Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Progression Monitoring

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the Doctoral researcher is expected to meet regularly with their supervisors, and at most meetings it is likely that the doctoral researcher’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the doctoral researcher’s progress is discussed and formally recorded on the on-line system.  

Learning Development  

The University offers training and development for Doctoral Researchers and supervisors ( https://www.swansea.ac.uk/research/undertake-research-with-us/postgraduate-research/training-and-skills-development-programme/ ).

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable doctoral researchers to navigate and determine appropriate courses aligned to both their interest and their candidature stage. 

There is a training framework including for example areas of Managing Information and Data, Presentation and Public Engagement, Leadership and working with others, Safety Integrity and Ethics, Impact and Commercialisation and Teaching and Demonstrating. There is also range of support in areas such as training needs, literature searching, conducting research, writing up research, teaching, applying for grants and awards, communicating research and future careers.

A range of research seminars and skills development sessions are provided within the School of Health and Social Care and across the University. These are scheduled to keep the  doctoral researcher in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School of Health and Social Care is developing a research culture that aligns with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students.

Research Environment

Swansea University’s research environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia. 

Swansea University is very proud of our reputation for excellent research, and for the calibre, dedication, professionalism, collaboration and engagement of our research community. We understand that integrity must be an essential characteristic of all aspects of research, and that as a University entrusted with undertaking research we must clearly and consistently demonstrate that the confidence placed in our research community is rightly deserved. The University therefore ensures that everyone engaged in research is trained to the very highest standards of research integrity and conducts themselves and their research in a way that respects the dignity, rights, and welfare of participants, and minimises risks to participants, researchers, third parties, and the University itself. 

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staffs has long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.                                                                                                               

Alongside this we play an integral role in the Welsh Government’s research infrastructure, through the Centre for Ageing & Dementia Research, Wales School for Social Care Research and the Welsh Health Economic Support Service, increasing the volume of research taking place within Wales. While some of our PhD programmes form part of the ESRC Doctoral Training Centre for Wales, a pan-Wales collaboration to train top-level social scientists. Our funding also comes from a wide range of prestigious funders such as the Research Councils, European research programmes, Government, Ministry of Defence, professional bodies, private sector and charitable organisations, with the school securing £7.37m of funding across the last three years.

Supporting our staff and students in their research is a range of facilities including our Health and Wellbeing Academy, which provides healthcare services to the local community, a range of clinical and audiology suites and state-of-the-art research facilities. These include a high density EEG suite, a fully-fitted sleep laboratory, a social observation suite, eye-tracking, psychophysiological, tDCS and conditioning labs, a lifespan lab and baby room, and over 20 all-purpose research rooms.

Career Opportunities

Having a PhD demonstrates that graduates can work effectively in a team, formulate, explore and communicate complex ideas and manage advanced tasks. Jobs in academia (eg postdoctoral research, lecturing), education, government, management, the public or private sector are possible. Examples include administrators, counsellors, marketing specialists, and researchers.

The Postgraduate Research Office Skills Development Team offer support and a training framework for example in creating a researcher profile based upon publications and setting up your own business. The Swansea Employability Academy assists students in future career opportunities, improving CVs, job applications and interview skills.

MPhil Programme Specification

Programme Summary

This MPhil in Public Health at Swansea will enable you to undertake a substantial project led by your own interests. It is a highly respected qualification which can present a career in academia or a wider scope for employment in fields such as education, government or the private sector. A thesis of 60,000 words will be submitted for assessment demonstrating original research with a substantive contribution to the subject area. The Masters is examined following an oral examination of the thesis (a viva voce examination or viva). You will acquire research skills for high-level work and skills and training programmes are available on campus for further support. There will be an opportunity to deliver presentations to research students and staff at departmental seminars and conferences. 

This Masters programme will provide students with:

• Thesis and viva voce examination

The programme comprises of the undertaking of an original research project of 2 years duration full time (4 years duration part time). Students may pursue the programme either full time or part time by pursuing research at the University at an external place of employment or with/at a University approved partner.

Students for the Masters in Public Health are examined in two parts.

The first part is a thesis which is an original body of work representing the methods and results of the research project. The maximum word limit is 60,000 for the main text. The word limit does not include appendices (if any), essential footnotes, introductory parts and statements or the bibliography and index.

The second part is an oral examination ( viva voce ).

Supervision and Support 

Students will be supervised by a supervisory team. Where appropriate, staff from Colleges/Schools other than the ‘home’ College/School (other Colleges/Schools) within the University will contribute to cognate research areas. There may also be supervisors from an industrial partner.

The Primary/First Supervisor will normally be the main contact throughout the student journey and will have overall responsibility for academic supervision. The academic input of the Secondary Supervisor will vary from case to case. The principal role of the Secondary Supervisor is often as a first port of call if the Primary/First Supervisor becomes unavailable. The supervisory team may also include a supervisor from industry or a specific area of professional practice to support the research. External supervisors may also be drawn from other Universities.

The primary supervisor will provide pastoral support. If necessary the primary supervisor will refer the student to other sources of support (e.g. Wellbeing, Disability, Money Advice, IT, Library, Students’ Union, Academic Services, Student Support Services, Careers Centre).

Upon successful completion of this programme, doctoral researchers should be able to:

• Demonstrate the systematic acquisition and understanding of a substantial body of knowledge through the development of a written thesis.
• Create, interpret, analyse and develop new knowledge through original research or other advanced scholarship.  
• Apply process and standards of a range of the methodologies through which research is conducted and knowledge acquired and revised.
• Make informed judgements on complex issues in the field of Public Health often in the absence of complete data and defend those judgements to an appropriate audience. 
• Communicate complex research findings clearly, effectively and in an engaging manner to both specialist (including the academic community), and non-specialist audiences using a variety of appropriate media.
• Correctly select, interpret and apply relevant techniques for research and academic enquiry.
• Develop the foundations for on-going research and development within the discipline.
• Implement independent research skills.
• Display the qualities and transferable skills necessary for employment, including the exercise of personal responsibility and initiative in complex situations.

Progress will be monitored in accordance with Swansea University regulations. During the course of the programme, the student is expected to meet regularly with their supervisors, and at most meetings it is likely that the student’s progress will be monitored in an informal manner in addition to attendance checks. Details of the meetings should ideally be recorded on the on-line system. A minimum of four formal supervision meetings is required each year, two of which will be reported to the Postgraduate Progression and Awards Board. During these supervisory meetings the student’s progress is discussed and formally recorded on the on-line system. 

Swansea University’s Postgraduate Research Training Framework is structured into sections, to enable students to navigate and determine appropriate courses aligned to both their interest and their candidature stage. 

A range of research seminars and skills development sessions are provided within the School of Health and Social Care and across the University. These are scheduled to keep the student in touch with a broader range of material than their own research topic, to stimulate ideas in discussion with others, and to give them opportunities to such as defending their own thesis orally, and to identify potential criticisms. Additionally, the School of Health and Social Care is developing a research culture that will align with the University vision and will link with key initiatives delivered under the auspices of the University’s Academies, for example embedding the HEA fellowship for postgraduate research students

Research Environment  

Swansea University’s Research Environment combines innovation and excellent facilities to provide a home for multidisciplinary research to flourish. Our research environment encompasses all aspects of the research lifecycle, with internal grants and support for external funding and enabling impact/effect that research has beyond academia. 

Swansea University is very proud of our reputation for excellent research, and for the calibre, dedication, professionalism, collaboration and engagement of our research community. We understand that integrity must be an essential characteristic of all aspects of research, and that as a University entrusted with undertaking research we must clearly and consistently demonstrate that the confidence placed in our research community is rightly deserved. The University therefore ensures that everyone engaged in research is trained to the very highest standards of research integrity and conducts themselves and their research in a way that respects the dignity, rights, and welfare of participants, and minimises risks to participants, researchers, third parties, and the University itself.

School of Health and Social Care 

In the School of Health and Social Care we are strongly focused on the translation of our research into real-life benefits for users, carers and professionals across the range of health and social care services. In doing so our staff have long established links with a range of international networks and similar university departments in Europe and around the world, and are committed to building productive relationships with front-line policymakers and practitioners. Some senior researchers have also been embedded within the NHS to ensure healthcare and service provision is developed and informed by high quality robust research.                                                                                                         

Alongside this we play an integral role in the Welsh Government’s research infrastructure, through the Centre for Ageing & Dementia Research, Wales School for Social Care Research and the Welsh Health Economic Support Service, increasing the volume of research taking place within Wales. While some of our PhD programmes form part of the ESRC Doctoral Training Centre for Wales, a pan-Wales collaboration to train top-level social scientists. Our funding also comes from a wide range of prestigious funders such as the Research Councils, European research programmes, Government, Ministry of Defence, professional bodies, private sector and charitable organisations, with the school securing £7.37m of funding across the last three years.

Supporting our staff and students in their research is a range of facilities including  our Health and Wellbeing Academy, which provides healthcare services to the local community, a range of clinical and audiology suites and state-of-the-art research facilities. These include a high density EEG suite, a fully-fitted sleep laboratory, a social observation suite, eye-tracking, psychophysiological, tDCS and conditioning labs, a lifespan lab and baby room, and over 20 all-purpose research rooms.

Having a Master of Philosophy degree shows that you can communicate your ideas and manage tasks. Jobs in academia, education, government, management, the public or private sector are possible. 

• International
• We are Beckett
• Accessibility
• Accommodation
• Merchandise
• Schools and Colleges
• Skills for Learning
• Sport and Active Lifestyles
• Student information
• Students' Union
• Teaching and Learning Resources
• (+44) 113 812 0000
• Other contact numbers

Leeds Beckett University - City Campus, Woodhouse Lane, LS1 3HE

• Undergraduate study
• Postgraduate study

Distance learning

• Student experience
• Chat with current students
• Degree apprenticeships
• CPD and short courses
• Information for students and applicants
• Careers support
• Stay in touch
• How to apply
• Funding your studies
• Prepare for uni

Student Blog Squad

• Chat to a student
• Mature students
• Parents' guide
• Schools and colleges

Undergraduate Applicant Days

Undergraduate open days, virtual open day.

• Research degrees
• Professional development

Postgraduate Open Days

• Information for employers
• Sport and active lifestyles
• Leeds Beckett Students' Union

Life in Leeds

Virtual campus tour.

• Apply to study
• Fees and scholarships
• Support for students
• International partners
• International Summer School
• English language courses
• Study abroad
• Find your country for entry requirements
• English language requirements
• Find an agent in your country
• Applying for your visa
• Course fees and living costs
• International scholarships
• Global Village
• Arrival guide
• International Partners
• Study Abroad Partners
• Research centres
• Research Areas
• Research Excellence Framework
• Teaching and research facilities
• Research for business
• Carnegie Applied Rugby Research centre
• Centre for Active Lifestyles
• Centre for Applied Social Research
• Centre for Biomedical Science Research
• Centre for Child and Adolescent Physical Literacy
• Centre for Culture and Humanities
• Centre for Dementia Research
• Centre for Entrepreneurship and Knowledge Exchange
• Centre for Health Promotion
• Centre for Human Performance
• Centre for Interdisciplinary Research in Citizenship, Education and Society (CIRCES)
• Centre for LGBTQ+ Inclusion in Education
• CollectivED: The Centre for Coaching, Mentoring & Professional Learning (in education)
• Centre for Psychological Research
• Centre for Race, Education and Decoloniality
• Centre for Research in Computer Science and Applications
• Centre for Social Justice in Sport and Society
• Centre for Sport Coaching
• Centre of Excellence for Mental Health in Schools
• Cybercrime and Security Innovation Centre
• Interdisciplinary Centre for Implant Research
• Leeds Arts Research Centre
• Leeds Sustainability Institute
• Obesity Institute

The Retail Institute

• Story Makers Company
• Sustainable Business Research Institute
• Architecture
• Computer science
• Culture and the arts
• Events, Tourism and Hospitality Management
• Social Sciences
• The Graduate School
• Types of research degrees
• Funded studentships
• Doctoral funding
• Our university
• Our schools
• Our community
• Work with us
• Sustainability
• Contact and find us
• Campuses and facilities
• Equality and inclusion
• Governance, leadership and structure
• Public information
• Leeds School of Arts
• School of Built Environment, Engineering and Computing
• Leeds Business School
• Carnegie School of Education
• School of Events, Tourism and Hospitality Management

School of Health

• School of Humanities and Social Sciences
• Leeds Law School
• Carnegie School of Sport
• LBU Together blog
• Support. Report. Respect. A safe and inclusive community
• University Mental Health Charter
• WE CHALLENGE - the big issues affecting people and planet
• Schools and colleges outreach
• Business services
• Business consultancy
• Recruit our students

Work at Leeds Beckett

• Develop your business
• Develop your people
• Work with our students and graduates
• Leeds Beckett Business Centre
• The Knowledge Exchange
• Business news
• Get funded and innovate
• Office space, networking and mentoring
• Support for small and medium-sized businesses
• Tap into new research and insights

Help to Grow: Management

Knowledge transfer partnerships (ktps).

• Short courses and CPD

Carnegie Great Outdoors

The leadership centre, manage your preferences.

The Leeds Beckett website is designed to enable you to manage your own privacy preferences. By clicking on 'Cookies' below you can manage what data the site collects about your browsing. This will only maintain if you are on your own device or using a synched version of your chosen browser. If you are using a shared or public machine without synching your browser then there is no need to change the preferences.

Our site is built with accessibility in mind and we seek to adhere to the WACG AA levels of compliance for digital accessibility. To support that we have provided instructions on managing animations below.

Necessary cookies enable you to use all the different parts of leedsbeckett.ac.uk. Without them services that you have asked for cannot be provided. Necessary cookies can only be disabled by changing your browser preferences.

Analytical cookies help us understand how people are using our websites, so we can improve them and provide a better user experience. We also sometimes get our approved partner companies to analyse how people are using Leeds Beckett Websites and they may set their own analytical cookies in order to do this.

Marketing cookies allow us to provide you with online adverts that are the most relevant and useful for you.

For more information please view our Privacy Policy

Animations & Interaction

The Leeds Beckett University website occasionally uses animations to page elements and animated gifs to add impact to pages. If you wish to stop them from playing for accessibility purposes or for personal preference then please see the guidance below. Please note that browsers sometimes change how they operate, so please refer to your browser help files to find their latest information.

How do I turn off animations?

Chrome users will need to use browser extensions. Animation Policy from Google will help you set your own preferences.

Microsoft Edge

There is currently no way to disable animations within Microsoft Edge. Users of Edge (Chromium) browser can install the Chrome extensions above and use them.

Internet Explorer

To stop animations on a single page you can just press the 'Esc' key. This will stop the animation on that page. If you wish to restart the animations you need to refresh the page. To permanently disable the playing of animated GIF images, open Internet Options > Advanced tab. Under the Multimedia section, uncheck the Play animations in webpage check-box, click Apply and Exit and then restart your computer.

Type about:config in Firefox address bar and hit Enter to open Settings. Search for the image.animation_mode flag and change its value from Normal to None. Once you restart Firefox this will disable animations.

Postgraduate PG Dip

Public Health - Health Promotion

Course Overview

Institution code

Main location

Our course develops the theoretical knowledge and practical skills required to promote and protect public health and wellbeing. You will be equipped to fulfil a variety of roles in health promotion and public health, working in local authorities, health services or the voluntary sector

We focus on the ways people and communities can empower themselves to improve their health, and how public policy can create healthier societies and places. You will also investigate the psychology of behaviour change, together with how people learn about health. The research strand will enable you to critically appraise evidence and develop research skills.

We have been providing specialist postgraduate health promotion training for more than forty years, and our courses are up-to-date with all the dynamic and current changes taking place in public health in the UK and globally.

Our contacts with practitioners in the public health community are well established, both regionally and nationally. We have a track record for our evaluation work, research with communities, commitment to tackling inequalities in health, and in providing an evidence base for practice.

Students come from a wide variety of backgrounds and countries, giving a chance to share experience, learn from each other and develop collaborative practice. A large number of our students have continued their career as public health consultants and health promotion specialists.

Why study Public Health - Health Promotion at Leeds Beckett University...

• Research-led teaching
• Access to guest lectures and speakers
• Engage with public health organisations and practitioners
• Part-time and distance learning options

MSc Public Health - Health Promotion | Course insight Dr James Woodall gives insight into the MSc Public Health - Health Promotion at Leeds Beckett University

Everything you need to know

Entry requirements.

All applications should be supported by a reference, either academic or professional; you can download our reference template for completion.

All applicants should satisfy our English Language requirements . Please note the IELTS requirement for this course are IELTS 6.5 with no skill below 5.5. Further details about acceptable equivalent qualifications can be found on our International Student information pages .

Selection Criteria

We may use selection criteria based on your personal attributes; experience and/or commitment to the area of study. This information will be derived from your personal statement and reference and will only be used if you have met the general entry requirements.

Teaching & Learning

Independent study is a crucial part of learning at university and you will be required to undertake many hours of self-directed research and reading, and preparation and writing of assessments. Your course is delivered through a number of modules, which will help you to plan your time and establish a study routine. Outside of your lectures, workshops and tutorials, a range of support is available to assist with your independent study. Our subject-specific librarians will be on hand to direct you to the specialist learning and study-skill resources. You’ll also be assigned an academic advisor to give you tailored feedback and support.

Our silver status in the latest Teaching Excellence Framework, reflects our commitment to deliver high-quality teaching, learning and outcomes for our students.

We understand that full-time study does not suit everyone. That’s why we offer courses which give you the opportunity to decide where, when and how you can get involved in learning. Studying a distance learning course offers the convenience and flexibility to make education work for you. Whether you’d like to fit your studies around childcare, develop your skills while working or, quite simply, want to learn from the comfort of your own home, we can help you gain a qualification at a time and pace that suits your lifestyle.

Like our students on campus, you’ll have the same excellent teaching and learning resources, however you’ll find these online instead of a lecture theatre. Not only are all the modules taught online, but you’ll also have access to an online community and more than 140,000 books and journals in our online library.

Technical requirements for distance learning study are detailed in the full guide. Visit our distance learning website  for more information.

Overall workload

Each module on our distance learning courses is individually designed to maximise your learning so study requirements will vary. If you choose to study this course by distance learning, as a general guideline, you’ll need to allocate around 10 hours per week to complete each module. You’ll also need a further five hours for additional reading and assignments. However, this may vary depending on the module. Teaching and learning will be delivered using a range of interactive resources. This typically includes audio and video content, group discussions, reflective exercises, quizzes, online reading and much more. All these resources are delivered through our Virtual Learning Environment and can be accessed at a time and place that suits you.

What you'll learn

Fees & funding hellooo.

The tuition fee for the year for students entering in 2024/25 is £5500. The amount you will pay may increase each year to take into account the effects of inflation.

International 2024

The tuition fee for the year for students entering in 2024/25 is £5500. The amount you will pay is fixed at this level for each year of your course.

Fees & Funding

For students entering in 2024

Additional course costs

Tuition fees.

Your tuition fees cover the cost of registration, tuition, academic supervision, assessments and examinations.

The following are also included in the cost of your course:

• 24/7 Library and student IT support
• Free wifi via eduroam
• Skills workshops and resources
• Library membership, giving access to more than 500,000 printed, multimedia and digital resources
• Access to software, including five free copies of Microsoft Office 365 to install on your PC,laptop and MAC, and access to free high-end software via the Leeds Beckett remote app
• Loan of high-end media equipment to support your studies

In many cases, costs associated with your course will be included in your course fee. However, in some cases there are ‘essential’ additional costs (those that you will be required to meet in addition to your course fee), and/or ‘optional’ additional costs (costs that are not required, but that you might choose to pay). We have included those essential or optional additional costs that relate to your course, below.

Optional Costs

• Membership of the Institute of Health Promotion and Education (IPHE).
• Educational visits; the details and location will vary but the costs you will need to pay could include travel and subsistence.
• If you choose to study via distance learning, you’ll need access to a computer, the internet, and any necessary course software. Visit the course Teaching & Learning 'Modules, Workload & More' section for more details.

Other study-related expenses to consider:  materials that you will need to complete your course such as books (whilst the library provides access to readings recommended for your modules, you may wish to purchase your own copies of some books); you can also make suggestions for books to be added to Library stock; placement costs (these may include travel expenses and living costs); student visas (international students only); printing, photocopying and stationery (you may need to pay for multiple copies of your dissertation or final project to be printed and bound); events associated with your course such as field trips; study abroad opportunities (travel costs and accommodation, visas and immunisations). Other costs could include academic conferences (travel costs) and professional-body membership (where applicable). The costs you will need to cover for graduation will include gown hire and guest tickets, and optional extras such as professional photography.

As well as your mobile phone, you will also need access to a desktop computer and/or laptop to complete assignments and access university online services such as MyBeckett, your virtual learning environment. You can book and borrow AV equipment through the media equipment service accessed online via the student hub and located in the library at each campus. Equipment includes: 360 Cameras, iPads, GoPros, MacBooks, portable data projectors, portable projection screens, flipchart stands, remote presenters, digital cameras and camcorders, SLR cameras, speakers, microphones, headphones, headsets, tripods, digital audio recorders and PC/laptops (a laptop loans service is provided on campus in the library on both campuses). Student laptops are also available from the laptop lockers located in the libraries.

This list is not exhaustive, costs are approximate and will vary depending on the choices you make during your course. Any rental, travel or living costs are also in addition to your course fees. If you choose to study via distance learning, you may not be able to access all of the facilities listed if you are not able to visit us on campus.

Why Leeds for health? Employing over 196,000 health and science professionals, Leeds is the UK’s leading centre for healthcare and innovation. Find out why studying here is the right choice for you.

I mainly take a qualitative approach to research - much of my work has involved talking to prisoners about their experiences of being inside and how that impacts on their health and wellbeing. I've recently been involved in a project with the Jigsaw Visitors' Centre at HM Prison Leeds, evaluating their service provision for prisoners' families, prisoners and prison staff.

Facilities | Social study spaces

We offer a number of social learning spaces across our city campus located in various buildings including Rose Bowl and Broadcasting Place, where students can access the internet, print facilities and undertake group work.

Facilities | Sheila Silver library

Leslie Silver is home to three lecture theatres and eight high-spec computer training rooms. It's also where you'll find our Sheila Silver Library, providing students and staff an effective and inspiring learning environment, as well as a range of support and resources to support your studies.

Facilities | City campus gym

Our Woodhouse Gym is located directly above The Hive within the Students' Union. The gym offers a range of cardio equipment, free weights, machines and squat racks.

Your future in our hands

My masters gave me the breadth and depth of knowledge I needed to be able to critically reflect on my practice. It perfectly covered the kinds of public health projects I’m now working on, such as migrant health, cancer screening and community members struggling with drug and alcohol dependencies. Working with diverse communities is a real privilege - I get a window into a world I wouldn’t usually see.

Career Prospects

You will have the skills to commission, as well as to design, plan, implement and evaluate health promotion interventions. Our students find jobs as health promotion specialists, public health consultants, public health service managers, researchers, lecturers and generally wherever there is a health and wellbeing role at policy, planning and management levels.

• Public Health Consultant
• Public Health Service Manager
• Health Promotion Specialist

Leeds Talent Hub

Leeds Health and Care Talent Hub connects you with career, training and volunteering opportunities in health and social care. It supports you to achieve your potential by providing a fully holistic and person-centred approach that’s tailored to your individual ambitions and circumstances.

Beckett Careers Team

Our careers service is not just there for undergraduates, we support our postgraduate taught and research students too.

Your postgraduate degree will boost your CV and help you stand out from the crowd. Whether you're just starting out on your chosen career path, changing careers or moving to the next level, we can provide you with expert advice and resources to help you take the next steps to achieving your goals.

Your Beckett experience

Blog | school of health, experience leeds beckett.

Our state-of-the-art facilities and learning environments give you everything you need to succeed – whether that’s completing your current studies or joining our cutting-edge research teams.

At Leeds Beckett our student support teams will work together to give you the help you need, whenever you need it.

Student Support

Leeds - best place to live in the north and northeast*.

From music venues and art galleries to parks, shopping and transport – we’ve got it all. We also have the best-paying jobs outside of London.

*The Sunday Times Best Place to Live guide, 2024.

Have a question about a course or moving into postgraduate study?

Talk to one of our Student Ambassadors

Kick-start your career.

• Postgraduate study updates
• Come to an open day
• View our facilities

Looking for More?

Check out courses similar to Public Health - Health Promotion.

Similar courses

$page-name"}' > public health - health promotion, find your country.

Middle East

North America

Can't find your country in our list?

Our cookies

We use cookies for three reasons: to give you the best experience on PGS, to make sure the PGS ads you see on other sites are relevant , and to measure website usage. Some of these cookies are necessary to help the site work properly and can’t be switched off. Cookies also support us to provide our services for free, and by click on “Accept” below, you are agreeing to our use of cookies .You can manage your preferences now or at any time.

Privacy overview

We use cookies, which are small text files placed on your computer, to allow the site to work for you, improve your user experience, to provide us with information about how our site is used, and to deliver personalised ads which help fund our work and deliver our service to you for free.

The information does not usually directly identify you, but it can give you a more personalised web experience.

You can accept all, or else manage cookies individually. However, blocking some types of cookies may affect your experience of the site and the services we are able to offer.

You can change your cookies preference at any time by visiting our Cookies Notice page. Please remember to clear your browsing data and cookies when you change your cookies preferences. This will remove all cookies previously placed on your browser.

For more detailed information about the cookies we use, or how to clear your browser cookies data see our Cookies Notice

Manage consent preferences

Strictly necessary cookies

These cookies are necessary for the website to function and cannot be switched off in our systems.

They are essential for you to browse the website and use its features.

You can set your browser to block or alert you about these cookies, but some parts of the site will not then work. We can’t identify you from these cookies.

Functional cookies

These help us personalise our sites for you by remembering your preferences and settings. They may be set by us or by third party providers, whose services we have added to our pages. If you do not allow these cookies, then these services may not function properly.

Performance cookies

These cookies allow us to count visits and see where our traffic comes from, so we can measure and improve the performance of our site. They help us to know which pages are popular and see how visitors move around the site. The cookies cannot directly identify any individual users.

If you do not allow these cookies we will not know when you have visited our site and will not be able to improve its performance for you.

Marketing cookies

These cookies may be set through our site by social media services or our advertising partners. Social media cookies enable you to share our content with your friends and networks. They can track your browser across other sites and build up a profile of your interests. If you do not allow these cookies you may not be able to see or use the content sharing tools.

Advertising cookies may be used to build a profile of your interests and show you relevant adverts on other sites. They do not store directly personal information, but work by uniquely identifying your browser and internet device. If you do not allow these cookies, you will still see ads, but they won’t be tailored to your interests.

Course type

Qualification, university name, phd degrees in health service policy and planning.

4 degrees at 4 universities in the UK.

Customise your search

Select the start date, qualification, and how you want to study

Related subjects:

• PhD Health Service Policy and Planning
• PhD Clinical Services Administration
• PhD Community Health Care Administration
• PhD Health Care Management
• PhD Health Care Management and Health Studies
• PhD Health Education Promotion
• PhD Health Legal and Ethical Issues
• PhD Health Service Administration and Management
• PhD Health Studies
• PhD Health Unit Quality Control and Administration
• PhD Medical Ethics
• PhD Primary Health Care

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

Health Policy, PhD

Swansea university.

Exploring the decision-making processes within health services in the UK and abroad, our research work supports policy changes that Read more...

• 3 years Full time degree: £4,712 per year (UK)
• 6 years Part time degree: £2,356 per year (UK)

PhD / MPhil Health Policy and Governance

Keele university.

Health policy and governance research includes comparative and international health studies, studies of the health policy making and Read more...

Global Health Policy PhD

The university of edinburgh.

This programme aims to provide rigorous postgraduate training to those interested in pursuing interdisciplinary research across public Read more...

• 3 years Full time degree: £4,786 per year (UK)
• 6 years Part time degree: £2,393 per year (UK)

MPhil/PhD Health Policy and Health Economics

London school of economics and political science, university of london.

The MPhil/PhD Health Policy and Health Economics at LSE covers the choice, design, analysis, and evaluation of health and social care Read more...

• 4 years Full time degree: £4,829 per year (UK)

Course type:

• Full time PhD
• Part time PhD

Qualification:

Related subjects:.

Professional Doctorate in Health Practice - DHealth

Currently viewing course to start in 2024/25 Entry .

The Professional Doctorate in Health Practice (DHealth) is a part-time multi-professional programme leading to a doctoral award. It will enable you to advance your skills, knowledge and practice through research engagement....

• Level Postgraduate Research
• Study mode Part Time
• Location City South
• Start date September 2024
• Fees View course fees
• School School of Health Sciences
• Faculty Faculty of Health, Education and Life Sciences

This course is:

Course is Full for 2024/25 Entry

This course is now full. You will be able to apply to start in September 2025 from Autumn 2024.

The Professional Doctorate in Health Practice (DHealth) is a part-time multi-professional programme leading to a doctoral award.

It will enable you to advance your skills, knowledge and practice through research engagement. You will be an experienced practitioner seeking to develop your research capacity, transform practice and make a direct contribution to knowledge in your professional environment.

You will benefit from being able to work within, and study alongside, a multidisciplinary team of experienced researchers and health professionals. The course draws on the considerable expertise and reputation in health professions development, education and practice- focused research in our Faculty of Health, Education and Life Sciences. The course is suitable for practitioners (including educators) from diverse backgrounds including, but not limited to, nursing, midwifery, public health, radiography, speech and language therapy and other allied health professions.

What's covered in this course?

This course is designed for experienced practitioners seeking to develop their research capacity, advance their practice and influence service improvements in their work environment. You will study alongside your professional role. Your current ‘professional practice’ may be in the university (as a health practitioner educator).

Not sure which BCU Health or Education doctoral degree to go for? This  decision tool  can help you think about whether a professional doctorate (DHealth or EdD) or traditional PhD (in Health or Education) would be most appropriate for you. 

Programme structure

A period of structured learning activity and assessment (‘module stage’) is followed by independent doctoral inquiry and the production of a research thesis.

Year 1 modules

• Critical Perspectives 1: Context, Policy & Health Practice

Critical Perspectives 2: Knowledge to Care

Year 2 modules

• Research Practice 

Pilot Inquiry (Health)

The DHealth modules support the development of knowledge and skills for doctoral level professional practice, including critical thinking, and synthesis of knowledge and practice. You will explore contexts for health practice: policy, professional identities; research methods and methodology; evidence appraisal & literature review; knowledge mobilisation and co-creation. You will also have the opportunity to conduct a pilot study on an element of your research topic. Through your work in the modules and with the support of a Personal Tutor, you will generate and refine a plan for your research thesis. 

Thesis stage: with support of an expert supervisory team, you will pursue a piece of independent research resulting in a thesis (50000 words).

Why Choose Us?

• Benefit from being part of a wider doctoral and researcher community in our Faculty, with a strong focus on practice-relevant research and knowledge implementation
• Carry out significant independent research whilst remaining in your practice area
• Expand your critical understanding of policy and practice in a multi-professional learning community
• Advance your appreciation of research techniques and methodologies with a focus on relevance for investigating your own area of practice
• Generate new knowledge, or make novel applications of knowledge for your specialist field of study that can have a positive impact on your professional practice and workplace
• Develop confidence in presenting and defending your research within your area of practice

Join us for an on-campus Open Day where you'll be able to learn about this course in detail, chat to students and explore our campus.

Next Event: 29 June 2024

Research Interests

Research interests .

Research in health-related practice in our Faculty is led by the Centre for Social Care, Health and Related Research ( C-SCHaRR ).

There are four designated clusters within the C-SCHaRR centre representing cross-cutting research themes of relevance for more than one area of professional practice:

• Knowledge2Care –concerned with knowledge mobilisation, co-creation, patient and public involvement and engagement, implementation science (all DHealth students benefit from insights from this cluster, as its researchers lead on the Critical Perspectives 2 module)
• Family, Gender & Health –gender and health; children and young people’s health; family and health experiences
• Person-Centred Ageing - research to support and improve quality of life for older people and those with dementia; work with and on all settings including community, hospital, care homes, prisons.
• The Elizabeth Bryan Multiple Births Centre – a partnership with the Multiple Births Foundation (MBF) which carries out research on all aspects of multiple births.

Here are some examples of current or recent work that has significance for health practice, undertaken by researchers in C-SCHaRR:

• MR imaging to predict neurodevelopmental impairment in preterm infants (Prof Merryl Harvey )
• Communicating endometriosis: health professionals’ experiences (Dr Annalise Weckesser)
• Eczema mindlines (Prof Fiona Cowdell)
• Enhancing dementia care and support in prison populations (Prof Joanne Rybacka-Brooke)
• Investigating burnout in nursing-home nurses (Catharine Jenkins)

Fees & How to Apply

• International Student

UK students

Annual and modular tuition fees shown are applicable to the first year of study. The University reserves the right to increase fees for subsequent years of study in line with increases in inflation (capped at 5%) or to reflect changes in Government funding policies or changes agreed by Parliament. View fees for continuing students .

Starting: Sep 2024

• £2,393 in 2024/25
• Applications Closed

International students

Sorry, this course is not available to International students.

Course in Depth

Level 7 modules

In order to complete this course you must successfully complete all the following CORE modules (totalling 60 credits):

Research Practice 60 credits

Level 8 modules

In order to complete this course you must successfully complete all the following CORE modules (not credit bearing as Level 8 /research modules):

Critical Perspectives 1: Context, Policy & Health Practice

In order to complete this course a student must also successfully complete:

Research Thesis

Download course specification

Course structure.

You will be introduced to an array of new techniques and emerging philosophies that are available to develop your ability to critically analyse practice and the relevance of theoretical concepts which underpin them. Furthermore you will investigate the relevance of digital technologies as a means to deepen your understanding of the mobility of people, ideas, networks and meanings derived from multiple geographical and historical origins.

A major outcome will be that you will enhance your own professional skills and be in a position to influence others in the development of your organisation. At the same time and notwithstanding national policy requirements and professional practices, you will recognise a global reconfiguring of social relationships largely disconnected from national origins.

Central to this will be the need to engage in reflective and reflexive practice in order to understand the potential consequences of actions and plan for professional change in the context of the global circulation of educational ideologies, discourses and practices.

The framework of the programme incorporates components intended to develop research skills and a willingness to adopt an approach which is explicitly enquiring and involves the critique of existing practice and encourages challenges to established theory. Assessment strategies will provide you with opportunities to develop and demonstrate a range of doctoral level skills including multi-model approaches (visual and verbal) in addition to the more traditional forms of critical writing.

You will be awarded a professional doctorate on successful demonstration of the following:

• The creation and interpretation of new knowledge and contribution to professional practice through scholarly research of a quality to satisfy peer review, extend the forefront of the subject and merit publication;
• Significant development in key aspects of professional practice;
• A systematic acquisition and understanding of a substantial body of knowledge which is at the forefront of an area of professional practice;
• The general ability to conceptualise, design and develop a project for the generation of new professional knowledge, and to modify and influence practice in the light of contextual considerations, as appropriate;
• A detailed understanding of applicable techniques for both research and advanced academic enquiry.

The EdD programme is undertaken in three phases.

Phase 1  - you will undertake the first two Critical Perspectives modules through which you are introduced to key concepts in educational research methodology within the policy and political contexts of educational practice.

Phase 2  - in the second phase you will extend your experience of research methodologies and engage with a range of contemporary and experimental approaches and undertake a pilot project in an area of your choice. In phase 2 you will also undertake the university-wide PG Certificate in Research Practice which provides the opportunity to discuss and write a research proposal for the DHealth thesis.

Phase 3  - you will complete a 50,000 word thesis in an area of your choice.

Employability

Employment opportunities.

After you've completed this course, you will be able to make informed judgements on complex issues in specialist fields, often in the absence of complete data, and be able to communicate your ideas and conclusions clearly and effectively to specialist and non-specialist audiences.

You'll also continue to undertake theoretical and/or applied research and development at an advanced level, contributing substantially to the development of new techniques, ideas, or approaches.

The course will also give you the qualities and transferable skills necessary for employment requiring the exercise of personal responsibility and largely autonomous initiative in complex and unpredictable situations, in professional or equivalent environments.

Facilities & Staff

We have invested over £400 million in our facilities, including an upgrade to our Skills and Simulation facilities at City South Campus. We boast up-to-date, innovative facilities that simulate the real situations that you may come across in the workplace. These resources are essential in offering you a hands-on introduction to health and social care practice.

These are set up to look like typical hospital wards, with four to six bays. Depending on the topic in hand, different manikins can be used as patients and relevant equipment is provided to practise clinical skills. Some of the manikins are interactive and can simulate different scenarios e.g. some allow you to cannulate, check pulses, intubate etc, and some can talk to you. One ward is often used as an adult ward, and the other as a child ward.

These rooms also allow for scenarios to be set up for other professions such as dietetics, paramedic science and social work.

The Operating Theatre and Recovery Suites

The operating theatre and recovery suite gives you the sense of what it would be like in a real surgical environment.

These spaces emulate the full surgical journey from anaesthetics, through surgery and into recovery. ODP students can practice a range of skills including gowning, hand washing, preparing instrument trays, and working with a patient. Nurses and midwives may experience a surgical placement and need to go to theatre or be part of the midwifery team involved with caesarean sections. Many other Allied Health Professionals may also see patients in recovery if necessary.

Home Environment Room

This facility replicates a small flat with bedroom, bathroom and kitchen diner space. It is used to simulate non-clinical settings, to give students experience of working in different environments. It also incorporates a range of digital health technology, to help prepare students to work in the NHS of the future.

Our ‘Simbulance’ is a purpose built teaching space that allows students to practise their skills in a highly specialist, high-fidelity simulated environment. The Simbulance is an exact replica of an operational emergency ambulance. Learners are truly immersed in the clinical environment and test their knowledge and skills in a safe and supported space, before entering the clinical environment ‘for real’ on placement.

Assisted Living Space

This space replicates a flat and is used for scenarios such as home visits. The sitting room area provides a different space to practise skills and simulations and work with service users and other students.

Assisted Kitchen

This specially designed kitchen has different areas where you can practice cooking, cleaning, boiling the kettle etc., with someone who has actual or simulated visual impairments. There are adapted devices to help, and simulation glasses for you to wear to experience visual impairments.

Physiotherapy Room

This is a space for physiotherapy students to use, with various equipment to practise client meetings.

Radiotherapy Planning Computer Suite

Our computers allow you to plan hypothetical treatments, in terms of angles and directions, ensuring that radiotherapy reaches where it is needed on a patient’s body.

Radiography Image Interpretation and Reporting Stations Computer Suite

These facilities allow you to view and analyse x-rays.

VERT - Virtual Environment for Radiotherapy Training

This room contains 3D technology to view virtual patients and look at trajectories for treatment.

Radiotherapy

This room contains the same bed/couch used when patients are given radiotherapy treatment. While students of course do not administer radiotherapy in this room, it does allow them to practise adjusting the equipment to make sure both it and a patient would be in the correct position to receive treatment.

Telehealth Room

This room allows for small group teaching in a central area (large boardroom type table) with five small telehealth booths down either side. These are to allow all our health professions students to practise delivering healthcare and advice remotely, either over the phone or on a video call. This addition to our teaching reflects moves in the sector to offer more flexible access to healthcare services, particularly as a result of the Covid-19 pandemic.

Imaging Academy

This new facility is a larger version of our existing image interpretation computer facilities and forms part of the Midlands Imaging Academy Hub , funded by Health Education England. These expanded facilities will mean we can further develop our courses and expertise in radiography and imaging.

Speech and Language Therapy Resource Room

Our Speech and Language Therapy Team have developed a collection of tools, books and resources to help you learn and understand the implications of a speech or swallowing limitation. You can practise one to one client meetings and clinics and use the video recording equipment to review role play scenarios.

Ultrasound simulation suite

Students have access to a wide range of Ultrasound simulation equipment to develop their clinical skills and aid in training. The equipment includes two ultrasound machines with a range of phantoms, scan training stations and eve body works.

Dr Kate Thomson

Associate Professor

Dr Kate Thomson is Director of Postgraduate Research Degrees for Health and leads on all aspects of recruitment, oversight and student experience for PhD (Health). She is also a member of the Public Health & Therapies department.  Kate completed her postgraduate study at the University of Birmingham with a PhD on learning disability...

Dr Anne Robbins

Senior Lecturer, Public Health

Anne's background is in public health and health promotion, on research based projects at a local, regional and national level. This has been within the NHS, Local Authorities, BBC and National Charities. She has undertaken a wide range of research and consultancy appointments on health promotion and public health which have focused on...

Professor Fiona Cowdell

Professor of Nursing and Health Research

Fiona Cowdell joined Birmingham City University in October 2016 as a Professor of Nursing and Health Research. Fiona is National Institute of Health Research Knowledge Mobilisation Research Fellow (June 2016 – May 2020). She is a graduate of Oxford Brookes University with a doctorate from Bournemouth University. As a registered nurse she...

Professor Judith Dyson

Professor in Implementation Science, Deputy Director of the Centre for Social Care, Health and Related Research (C-SCHaRR)

Judith Dyson joined Birmingham City University in October 2020 as a Reader in Healthcare Research and Implementation Science. She is a registered general and mental health nurse and a chartered psychologist and has worked in many clinical and management roles in the NHS. 

• E: Contact the Doctoral Research College

Already applied?

• E: Contact the Admissions Team
• Accommodation

Postgrad study

Recent searches

We won't record your recent searches as you have opted out of functional cookies. You can change this on our Manage Privacy page should you wish to.

Popular searches

• Postgraduate Guide
• Student Finance

Suggested searches

• Life in Birmingham
• Look at Me Now
• Graduate Scholarship

• Interesting for you
• My settings

Online Ph.D. Degrees in United Kingdom

Health sciences degrees.

Health Sciences degrees prepare professionals who can apply medical knowledge to provide and improve patient healthcare, while also implementing preventive measures. Health Sciences degrees offered by international medical schools include a wide range of specialisations in Epidemiology, Anatomy, Physiology, Pharmacy, Dentistry, Nutrition, Clinical Medicine, and even Alternative Medicine.

Not sure if Health Sciences is for you?

Study in United Kingdom

Universities in the UK are some of the most highly regarded in the world, and for good reasons. Some of the world's most highly regarded research takes place in British universities, which are regularly featured in international rankings. While studying in the UK, you will be able to develop in a highly multicultural environment with high chances of pursuing lucrative careers after graduation. The teaching in the UK is designed to encourage new idea generation, encouraging individual research and group cooperation, through class discussions and creative assignments.

Can you handle the weather in United Kingdom?

Distance Learning

Distance or online learning is a mode of study that allows students to study most or all of a course without attending at a campus-based institution. Distance can refer to both material and interaction. Distance learning provides access to learning when the source of information and the learners are separated by time and distance, or both.

During this type of education students communicate with the faculty and other students via e-mail, electronic forums, videoconferencing, chat rooms, bulletin boards, instant messaging and other forms of computer-based interaction.

The programmes often include a online training system and tools to produce a virtual classroom. The tuition fees for distance learning vary from institution to programme to country. It is certain that the student saves expenses related to accommodation and transportation, because you can maintain your current living expenses. Distance learning is also a great solution for people that already have a job, and still want or need further education.

38  Health Sciences Online Programmes in United Kingdom

Faculty of Science and Health

Portsmouth, England, United Kingdom

University of Bristol

Bristol, England, United Kingdom

University of Dundee

Dundee, Scotland, United Kingdom

University of Portsmouth

Go to your profile page to get personalised recommendations!

• University of Kentucky

• Main Menu / Search

Department of Kinesiology and Health Promotion

Get started, undergraduate students, graduate students, life fitness program, faculty & staff, labs, centers & special offices, our mission.

The mission of the Department of Kinesiology and Health Promotion is to achieve excellence and to improve the health of the citizens of the Commonwealth, the nation and the world through research and scholarly activity, education and service. More specifically our  mission  is to  prepare  highly competent, reflective professionals who are leaders in kinesiology and health promotion,  contribute  to the knowledge base in these professions through basic and applied research and scholarly activity,  prepare  professionals who can work with diverse populations to enable and empower them to become life-long learners, and  provide  professional services to public and private organizations.

Epidemiology and Public Health MPhil/PhD

London, Bloomsbury

Our PhD programme aims to equip the next generation of experts with the necessary tools to address major 21st-century health challenges and deliver real-world impact.

UK tuition fees (2024/25)

Overseas tuition fees (2024/25), programme starts, applications accepted.

Prospective students should apply at least four months before their intended start date. If you require a visa we recommend allowing for more time.

• Entry requirements

A minimum of an upper second-class UK Bachelor’s degree and/or a Master’s degree (preferably with a merit or distinction) in a relevant discipline, or an overseas qualification of an equivalent standard.

The English language level for this programme is: Level 2

UCL Pre-Master's and Pre-sessional English courses are for international students who are aiming to study for a postgraduate degree at UCL. The courses will develop your academic English and academic skills required to succeed at postgraduate level.

Further information can be found on our English language requirements page.

Equivalent qualifications

Country-specific information, including details of when UCL representatives are visiting your part of the world, can be obtained from the International Students website .

International applicants can find out the equivalent qualification for their country by selecting from the list below. Please note that the equivalency will correspond to the broad UK degree classification stated on this page (e.g. upper second-class). Where a specific overall percentage is required in the UK qualification, the international equivalency will be higher than that stated below. Please contact Graduate Admissions should you require further advice.

About this degree

The Epidemiology and Public Health research degree programme is based within UCL's Institute of Epidemiology and Health Care.

You will join an extremely engaging PhD programme, which currently supports a vibrant community of over 100 students from all over the world.

This programme offers you the opportunity to join a multidisciplinary research department with experts who focus on a wide range of public health concerns such as:

• Infectious disease monitoring, prevention and control
• Social determinants of health 
• Dental public health
• Disability across the globe
• Health and life expectancy in socially excluded groups
• Health surveys and longitudinal cohort studies

You will be supported to gain a wealth of skills, experience and networking opportunities that are relevant for a wide range of future careers, both within academia and more widely in the healthcare, industry and governmental sector.

You will receive direct supervision from world-leading academics based on UCL's campus in the heart of London. All PhD students are supported by supervisory panels of multidisciplinary staff, as well as student mentors, and departmental graduate tutors.

Who this course is for

This programme provides training for those looking for a career in epidemiology, public health and health care policy, either in academia, industry or public health practice. It is offered full time or part time, the latter option being suitable for those who continue in employment while gaining a research qualification.

What this course will give you

This programme will provide you with access to a wide range of supporting opportunities that will increase your ability to develop transferable skills, that are sought after by national and international employers.

Skills Development programme

UCL's DocSkills Development Programme is open to all PhD students at UCL and it offers an extensive list of development opportunities. The purpose of the programme is to give you the opportunity to expand your research and transferable skills in order to support your research, professional development and employability. Find out more about UCL's DocSkills Development programme .

Mentoring programme

We offer a Peer-Level Research Student Mentoring Scheme and provide all new research degree students with a peer-mentor upon arrival. The mentor you are allocated will generally be a 2nd or 3rd year PhD student.

We take career support very seriously at UCL and you can find out more within the programmes Careers and Employability section .

Early Career Researchers Forum

The Institutes’s Early Career Researcher Forum (ECF) is an ongoing and expanding programme of regular seminars for postdoctoral researchers and PhD students. Previous events focused on how to apply for jobs in academia, authorship and publishing, patient and public involvement in research, using social media in research (including film), how PhD students can best prepare for their viva, and oral and poster presentations.

Journal Club

A PhD and junior researcher journal club group which meets in an informal setting. With the aim of improving student's critical analysis and methodology skills, the Journal Club discusses papers from a broad range of topics on health promotion and disease prevention. The club is run by students and facilitated by a senior member of academic staff within the Institute.

Lunchtime Seminar Series

The Lunchtime Seminar series is delivered by the department's research groups and PhD students. The seminars typically take place once a month.

PhD Poster Competition

Every year we run a PhD student poster competition which is an opportunity to share students work with members of staff, outsiders who will be visiting for our Open Day and fellow students.

3-minute thesis competition (3MT)

The Institute runs an annual 3-minute thesis competition which is an academic competition that challenges PhD students to describe their research within three minutes to a general audience. 3MT celebrates the discoveries made by research students and encourages them to communicate the importance of their research to the broader community. It's a great opportunity for students to practice their presentation skills, meet other candidates and have a chance to win prize money.

Teaching Opportunities for PhD Students

The Institute is committed and recognises the importance of providing postgraduate teaching assistant opportunities for PhD students, so they can gain valuable experience during their studies at UCL. Formal is provided and a wide range of teaching opportunities are offered each term.

The foundation of your career

We produce graduates with the skills and knowledge sought after by government departments and public sector organisations worldwide, as well as leading academic institutions.

Employability

This research degree programme aims to provide excellent and challenging training for exceptional students, so that they may successfully pursue careers in:

• Local and central government
• Public health organisations
• Hospitals and clinical trial units
• Academic researchers and university lecturers
• Policy management
• Government advisors
• Charity and non-governmental sectors

This degree can be varied and may have an international dimension, including fieldwork carried out abroad, setting up a study within the UK or other countries, or using secondary data from some of the UK’s largest, most comprehensive longitudinal datasets many of which are housed within the institute.

You will also have access to UCL's Doctoral Skills Development programme, which will enable you to expand your research and transferable skills in order to support your research, professional development and employability.

The Institute’s research departments collaborate with third sector and governmental organisations, as well as members of the media, both nationally and internationally to ensure the highest possible impact of their work beyond the academic community. Students are encouraged to take up internships with relevant organisations where funding permits. Members of staff also collaborate closely with academics from leading institutions globally.

Teaching and learning

Learning is mostly self-directed with input from PhD supervisors. The training and development programme for each student is overseen and supported by a Thesis Committee panel, appointed by the supervisory team.

PhD final assessment is by means of a thesis, which should demonstrate your ability to pursue original research based upon a good understanding of the research techniques and concepts appropriate to the discipline.

Your thesis must also represent your distinct and significant contribution to the subject, either through the discovery of new knowledge, through the connection of previously unrelated facts, the development of a new theory, or the revision of older views.

Your thesis should reflect the exercise of critical judgement with regard to both your own work and that of other scholars in the field.

You are required to register initially for the MPhil degree with the expectation of transfer to PhD after successful completion of an upgrade viva. For a successful upgrade to PhD, you prepare a written report, give an oral presentation and pass an oral examination.

For a PhD award, you will be examined on your submitted thesis, this involves a viva (an oral exam) with two independent examiners.

Contact hours and hours of self-study are agreed between the student and the supervisor at the beginning of their research degree and should be reviewed on a regular basis. Full-time postgraduate research students are expected to work a minimum of 36.5 hours per week on their project. With agreement of their supervisors, contact time can be on-site or remote working depending upon the nature and stage of the project. PGR students can have the opportunity to access UCL facilities ‘out of hours’ including weekends and holidays during their period of registration. Students will have research meetings with their supervisors at least once per month. Full-time Research students can take 27 days of annual leave, plus eight days of Bank holidays and six UCL closure days.

Research areas and structure

Our research focuses on a wide range of public health concerns such as heart disease; dental public health; mental health and well-being; and child development and ageing. Our research has significant real-world impact, informing policy both in the United Kingdom and around the world, and the wider public understanding of health inequalities.

Find out more.

Research environment

UCL is among the world's top ten universities (QS World University Rankings 2024) with a reputation for high-quality research. Located in the heart of London, it is a stimulating and exciting environment in which to study.

• UCL is rated No.1 for research power and impact in medicine, health, and life sciences (REF 2021)
• UCL is ranked 6th in the world for public health (ShanghaiRanking's 2023 Global Ranking of Academic Subjects)
• UCL is ranked 9th in the world as a university (QS World Rankings 2024)

UCL can bring the full power of a multi-faculty university to bear on discussions of population health, involving academics from the wide range of disciplines necessary to tackle some of the most difficult issues in public health.

More specifically, the UCL's Institute of Epidemiology and Health Care brings together four research departments, whose interests span the life course from childhood to old age, and research from the origins of disease to the development of innovative interventions.

The four research Departments are:

• Applied Health Research
• Behavioural Science and Health
• Epidemiology and Public Health
• Primary Care and Population Health

Full-time students are normally registered for a minimum of 3 years. 

All students initially register for the MPhil degree before being upgraded (typically early in the 2nd year) to the PhD degree. For a successful upgrade to a PhD, students must prepare a written report, give an oral presentation and pass an oral examination. 

Students are regularly monitored to ensure that they are making good progress and that supervisory arrangements are satisfactory to both the student and supervisor. Once the student has completed their research and submitted their thesis, they have a viva (an oral exam) with two examiners.

Part-time students are required to register for a minimum of 5 years.

Accessibility

Details of the accessibility of UCL buildings can be obtained from AccessAble accessable.co.uk . Further information can also be obtained from the UCL Student Support and Wellbeing team .

Fees and funding

Fees for this course.

The tuition fees shown are for the year indicated above. Fees for subsequent years may increase or otherwise vary. Where the programme is offered on a flexible/modular basis, fees are charged pro-rata to the appropriate full-time Master's fee taken in an academic session. Further information on fee status, fee increases and the fee schedule can be viewed on the UCL Students website: ucl.ac.uk/students/fees .

Additional costs

There may be additional costs related to participating in scientific meetings, conferences, short courses, or data collection/access, but these are all optional.

The students can apply for financial support provided by the Institute of Epidemiology and Health Care to participate in conferences.

For more information on additional costs for prospective students please go to our estimated cost of essential expenditure at Accommodation and living costs .

Funding your studies

View the Institute of Epidemiology and Health Care's Studentship and Funding webpage for opportunities.  

The following studentships have been received in previous years: ESRC, MRC, MRC/ESRC, NIHR, Cancer Research UK, Diabetes UK, Wellcome Trust, European Union and British Heart Foundation.

For a comprehensive list of the funding opportunities available at UCL, including funding relevant to your nationality, please visit the Scholarships and Funding website .

We accept research degree applications throughout the year. Please note: essential information about the application process can be found on the website .

Please note that you may submit applications for a maximum of two graduate programmes (or one application for the Law LLM) in any application cycle.

Choose your programme

Please read the Application Guidance before proceeding with your application.

Year of entry: 2024-2025

Got questions get in touch.

Institute of Epidemiology and Health Care

[email protected]

UCL is regulated by the Office for Students .

Prospective Students Graduate

• Graduate degrees
• Taught degrees
• Taught Degrees
• Applying for Graduate Taught Study at UCL
• Research degrees
• Research Degrees
• Funded Research Opportunities
• Doctoral School
• Funded Doctoral Training Programmes
• Applying for Graduate Research Study at UCL
• Teacher training
• Teacher Training
• Early Years PGCE programmes
• Primary PGCE programmes
• Secondary PGCE programmes
• Further Education PGCE programme
• How to apply
• The IOE approach
• Teacher training in the heart of London
• Why choose UCL?
• Entrepreneurship
• Inspiring facilities and resources
• Careers and employability
• Your global alumni community
• Your wellbeing
• Postgraduate Students' Association
• Your life in London
• Accommodation
• Funding your Master's

• Open access
• Published: 19 June 2024

Community led health promotion to counter stigma and increase trust amongst priority populations: lessons from the 2022–2023 UK mpox outbreak

• Colette Pang Biesty   ORCID: orcid.org/0000-0001-7097-0721 1 ,
• Charlotte Hemingway   ORCID: orcid.org/0000-0001-8993-3795 2 ,
• James Woolgar 3 ,
• Katrina Taylor 4 ,
• Mark David Lawton   ORCID: orcid.org/0000-0003-1334-5764 5 ,
• Muhammad Wali Waheed 5 ,
• Dawn Holford   ORCID: orcid.org/0000-0002-6392-3991 6 &
• Miriam Taegtmeyer   ORCID: orcid.org/0000-0002-5377-2536 7  

BMC Public Health volume  24 , Article number:  1638 ( 2024 ) Cite this article

352 Accesses

Metrics details

Stigma, lack of trust in authorities, and poor knowledge can prevent health-seeking behaviour, worsen physical and mental health, and undermine efforts to control transmission during disease outbreaks. These factors are particularly salient with diseases such as mpox, for which 96% of cases in the 2022–2023 UK outbreak were identified among gay, bisexual, queer and men who have sex with men (MSM). This study explored stigma and health-seeking behaviour in Liverpool through the lens of the recent mpox outbreak.

Primary sources of data were interviews with national and regional key informants involved in the mpox response, and participatory workshops with priority populations. Workshop recruitment targeted Grindr users (geosocial dating/hookup app) and at risk MSM; immigrant, black and ethnic minority MSM; and male sex workers in Liverpool. Data were analysed using a deductive framework approach, building on the Health Stigma and Discrimination Framework.

Key informant interviews ( n  = 11) and five workshops ( n  = 15) were conducted. There were prevalent reports of anticipated and experienced stigma due to mpox public health messaging alongside high demand and uptake of the mpox vaccine and regular attendance at sexual health clinics. Respondents believed the limited impact of stigma on health-seeking behaviour was due to actions by the LGBTQ + community, the third sector, and local sexual health clinics. Key informants from the LGBTQ + community and primary healthcare felt their collective action to tackle mpox was undermined by central public health authorities citing under-resourcing; a reliance on goodwill; poor communication; and tokenistic engagement. Mpox communication was further challenged by a lack of evidence on disease transmission and risk. This challenge was exacerbated by the impact of the COVID-19 pandemic on the scientific community, public perceptions of infectious disease, and trust in public health authorities.

Conclusions

The LGBTQ + community and local sexual health clinics took crucial actions to counter stigma and support health seeking behaviour during the 2022–2023 UK mpox outbreak. Lessons from rights based and inclusive community-led approaches during outbreaks should be heeded in the UK, working towards more meaningful and timely collaboration between affected communities, primary healthcare, and regional and national public health authorities.

Peer Review reports

Mpox, originally labelled monkeypox, is a zoonotic viral infection with outbreaks mainly restricted to Central and West Africa. The disease expanded globally in 2022 driven by a new strain, known as Clade II B.1, and increasing human-to-human transmission [ 1 ]. As of September 2023, there have been over 80,000 confirmed cases in over 100 countries, with the majority of cases in Europe and North America [ 2 ]. Mpox cases were first confirmed in England by the UK Health Security Agency (UKHSA) in May 2022, where the outbreak has disproportionately affected gay, bisexual, queer and other men who have sex with men (MSM). As of December 2023, there have been over 3,800 confirmed cases in the UK [ 3 ]. Sexual health services played a key role in the UK’s outbreak response, including case detection and the distribution of preventative vaccines (Modified Vaccinia Ankara (MVA) smallpox vaccine Imvanex) to at-risk groups with multiple sexual partners or participating in group sex [ 4 ]. Healthcare providers were instructed to conduct a risk assessment and contact tracing for symptomatic mpox cases, and to advise patients to self-isolate until no longer infectious.

In the early days of the UK mpox outbreak, public health bodies raised concerns over misinformation and potentially stigmatising media reports and online discourse directed at gay, bisexual and other MSM (UKMSM) [ 5 , 6 ]. Stigma and poor knowledge are a barrier to health-seeking behaviour, which can undermine prevention and response measures during disease outbreaks [ 7 ]. Stigma around HIV infections have been found to be associated with less engagement with testing and treatment for the disease [ 8 ]. Stigma can be associated with health conditions, lifestyles or directed at groups of people [ 9 ]. Internalised stigma (endorsing negative beliefs and feelings about people living with a stigmatised identity and applying those beliefs and feelings to the self) [ 10 ], and anticipated stigma (expecting stigma to happen) [ 11 ], can be amplified by public health messages that separate people into sexual and behavioural categories, and clinical procedures that reproduce experiences of stigma such as isolation [ 12 ]. Given previous evidence, the logical conclusion was that stigma would challenge the mpox outbreak response leading to delayed health-seeking behaviour and diagnosis; unavailable contact tracing details; vaccine hesitancy, and difficulties complying with self-isolation [ 13 ]. While the mpox outbreak bore striking similarities with the 1980s HIV epidemic, stark differences such as existing knowledge of the pathogen that causes mpox, lower disease risk, and available diagnostics, prevention, and treatment meant caution should have been taken before assuming the outbreak would face similar challenges [ 14 , 15 ].

Despite anticipated stigma-related challenges, the UK implemented a successful outbreak response, with national reports showing a dramatic fall in mpox case numbers after a peak in July 2022 [ 3 ]. Increased awareness of mpox leading to behaviour modification and high uptake of the Imvamex vaccine among at-risk groups have been identified as leading factors in the decreased transmission potential of mpox [ 16 , 17 ]. Such evidence indicates the presence of effective public health messages and campaigns able to counter stigma, reduce risky behaviours and encourage vaccine uptake. Yet, commentary on the UK response to mpox suggest success was achieved through LGBTQ + community-led effort in spite of government failings [ 18 , 19 ].

While community engagement has long been recognised as crucial to address knowledge and stigma-related challenges in infectious disease outbreak responses, there have been calls in recent years to shift away from top-down and potentially exploitive community engagement approaches to more rights based and inclusive community-led approaches [ 20 ]. Community engagement on a top-down basis can result in reactive and individualistic responses, shaped by individuals often disconnected from the structures that facilitate and legitimise the stigma in the first place [ 21 ]. This understanding has been pivotal in shaping responses to knowledge and stigma-related challenges in the context of COVID-19 in lower- and middle-income contexts, or so called global south [ 22 ].

This study sought to compare perspectives from national, regional and community-based stakeholders on the strengths and weaknesses of the UK mpox communication strategy and its influence on experiences of stigma and health-seeking behaviour in Liverpool, UK. Research activities were informed by the Health Stigma and Discrimination Framework by Stangl et al. [ 12 ]. The framework articulates the stigmatisation process as it unfolds across the socio-ecological spectrum in the context of health. The domains of the framework connect drivers of stigma with health and social impacts and underpins this process with individuals, organisations and institutions. Findings were used to develop a set of good practice recommendations to inform communication strategies for emerging infectious diseases in the UK.

This study used a participatory health research approach, which aims to maximise the participation of those affected by the topic of the research in the research process [ 23 ]. Primary sources of data were interviews with key informants selected for their involvement in the mpox response nationally, regionally and in Liverpool, and participatory workshops with priority populations (gay, bisexual, queer and other MSM) in Liverpool.

Study context

The study compared views of national stakeholders with key informants and priority populations from Liverpool and surrounding areas in the Northwest of England. The region has been credited with hosting the biggest concentration of infectious disease research and development centres in Europe, and is home to one of five High Consequence Infectious Disease (HCID) Units in England, providing access to a broad range of experts [ 24 ]. Liverpool City region is said to have ‘ a real sense of place and identity that historically has enabled the population to work together in challenging times ,’ which is reflected in the local authority public health strategy that emphasises collaboration with communities and residents to address health inequalities [ 25 ].

At the peak of the outbreak (6 May 2022 to 16 September 2022), the Northwest of England had 216 confirmed or highly probably mpox cases, representing 6.4% of the UK total [ 26 ]. It was the third highest region in the national distribution of mpox cases, following from London (69%) and the Southeast (9.1%) [ 27 ]. Liverpool City Region faces several context-specific challenges to outbreak response, such as high rates of poverty [ 28 ], a large proportion of mobile populations, with the four universities in Liverpool attracting 55,000 students (over 10% of the Liverpool population) [ 29 ], and one of the highest concentrations of people seeking asylum per 100,000 population in the UK [ 30 ].

The UK mpox response was coordinated by the UK Health Security Agency (UKHSA), who worked with regional and local stakeholders and health providers. Local Liverpool-based organisations involved in the 2022–2023 mpox response included, but were not limited to: Liverpool City Council; Liverpool’s Axess Sexual Health services; Sahir House, a Liverpool based LGBTQ + sexual health charity; Liverpool’s PaSH (Passionate about Sexual Health Partnership); and the Tropical and Infectious Disease Unit in the Liverpool University Hospitals National Health Service (NHS) Foundation Trust. Regional organisations included the Northwest UK Health Security Agency communications team; Northwest NHS communications team; and the LGBT Foundation based in Manchester as a key part of the PaSH network.

Recruitment

Key informants were identified through consultations with Liverpool City Council and with staff at the Royal Liverpool University Hospital, where mpox cases requiring admission were isolated. Recruitment targeted informants with good insight into the mpox outbreak response and communication strategies. These included clinicians, sexual health service providers, and representatives from third sector organisations (in the UK, this term describes a range of organisations including but not limited to charities, community organisations, and volunteer organisations), and regional and national public health agencies. Purposive recruitment was supplemented with snowball sampling, enabling participants to recommend additional informants. Informants with no relevant expertise, under 18 years old, or not willing to participate were excluded.

For participatory workshops recruitment targeted people disproportionately affected by mpox: users of Grindr and at risk MSM (during recruitment this group were referred to as ‘sex positive’ a non-judgemental term, adopted through consultation with Sahir House, used to support recruitment of people known to the charity that have sex with multiple partners and/or participates in group sex); immigrant, black and ethnic minority MSM; and male sex workers. Immigrant, black and ethnic minority MSM were recruited due to anticipated variation in communication needs and preferences [ 31 ]. For inclusion in the workshops, participants had to be male or male identifying, identify as gay, bisexual or MSM, over 18-years old, and currently residing in Liverpool or surrounding regions.

Participants were approached by Sahir House, utilising their support networks. Initial consultations with Sahir House revealed group workshops may not be appropriate with male sex workers and individuals within the immigrant MSM populations due to the risk of unwanted disclosure of sexual behaviour among immigrant groups, and the limited availability and willingness of male sex workers to partake in a full day workshop. Invited participants were therefore given the choice of a shorter one-to-one workshop (~ 1–3 h).

Data collection

Interviews and workshops were conducted by CB, supported by KT and MWW, under the supervision of CH and MT. Data collection took place between January and November 2023.

Interviews with key informants followed a semi-structured topic guide (see Additional File 1) and were conducted in English virtually or in-person based on participant preference and availability. All interviews were audio-recorded with consent and transcribed verbatim. Interview topics included perceptions of public health messaging and community engagement for mpox; lessons from the HIV and COVID-19 epidemic; and experience and perceptions of health-seeking behaviour, compliance with self-isolation, and vaccine uptake.

Participatory research methods were deployed during workshops with priority populations to stimulate discussion on their experience and perception of the UK mpox outbreak response and elicit infectious disease communication habits, preferences and needs. Workshops followed a detailed facilitators guide (see Additional File 2); methods included charting, group discussion and co-design of a communication campaign for mpox. Participatory workshops were audio-recorded, scatter graphs and participant notes photographed, and contemporaneous notes made by a designated note taker to aid with documentation and reporting. Workshops were conducted in English with access to technological translation services as needed in the migrant, refugee and asylum seeker group. Recordings were transcribed verbatim.

All interview and workshop transcripts were anonymised, with individual identifiers removed to enhance confidentiality. The coding framework was developed deductively using the interview topic guide and the Health Stigma and Discrimination Framework [ 12 ], whilst allowing for inductive codes to be identified through reading and re-reading transcripts. CB, CH and MWW independently coded transcripts and then compared and discussed the coding to aid with rigour and trustworthiness of results. Communalities and differences between key informants and workshop participants, as well as between specific priority groups, were identified and triangulated using a framework approach [ 32 ]. CB, CH and MT met regularly throughout the analysis process to discuss emerging themes. Study participants and key stakeholders JW, DH, KT, ML were consulted on the findings of the study and asked to review and refine the narrative results until agreement was reached. Study participants were presented with the results of the study using a PowerPoint slide deck and given opportunity to comment. Findings of the study were also presented and discussed at Liverpool City Councils LGBTQ + Health Needs Assessment Working Group, which is attended by representatives from community organisations and primary healthcare providers.

A total of 11 key informant interviews were conducted (see Table  1 ) and five workshops (see Table  2 ).

Of the workshop participants six reported to have had the mpox vaccine during the outbreak, four had not been vaccinated, and five did not disclose their vaccination status. One participant disclosed a previous mpox infection. Six HIV positive participants chose to disclose their HIV status. In the migrant, black and ethnic minority workshop one participant originated from Algeria, one from Iran, one from Guatemala, two from Nigeria, and one did not disclose their country of origin. Of the key informants, seven identified as male and four as female.

Findings from these interviews and participatory workshops are presented across three distinct themes, with quotations selected to illustrate each theme. Overall, there were both common perspectives and divergent views on the UK mpox communication strategy. There were prevalent reports of anticipated and experienced stigma due to mpox communication and discourse. However, there was consensus among participants that stigma had not significantly impacted on health-seeking behaviour because of collective action by the LGBTQ + community, third sector, and local sexual health clinics. There were mixed views on the effectiveness and delivery of the UK mpox communication strategy. Key informants commended intention by central agencies to collaborate with community-based organisations to develop and distribute mpox messages, but some sexual health and third sector key informants expressed criticism citing under-resourcing; a reliance on goodwill; poor communication; and tokenistic engagement. Mpox communication was further challenged by a lack of evidence on disease transmission and risk, and this challenge was exacerbated by the impact of the COVID-19 epidemic on the scientific community, public perceptions of infectious disease, and trust in public health authorities.

Collective action to address misinformation & stigma by priority populations & local organisations

A majority of reported mpox cases in the UK were among sexually active gay, bisexual and other MSM, of white ethnicity, aged between 30–40-years-old (UKMSM). Key informants discussed how they felt this particular group of UKMSM had contributed to the rapid decline in mpox cases observed in 2022. They attributed this to the legacy of the HIV epidemic, as respondents described a community experienced in health advocacy, with high levels of sexual health literacy and service uptake, a strong sense of collective responsibility, low vaccine hesitancy, and an open and resourced culture of peer-to-peer support. These qualities were reflected in the experiences of workshop participants, with many reporting to have heard about mpox through friends or sexual health clinics, along with reports of peer-to-peer encouragement to get vaccinated and a sense of duty to protect the progress made in HIV communication.

Respondents provided anecdotes of priority populations travelling to other regions from the one they resided in for the vaccine, advocating for better access to vaccines and sharing information on vaccine availability across multiple platforms. The mpox response in Liverpool was reportedly challenged by a slow and under-resourced national vaccination campaign resulting in supply shortages and restricted access; limited diagnostic capacity and slow turnaround of results were also noted from regional informants but less prominent. Several respondents, including key informants, questioned whether vaccine supply shortages were an act of discrimination against the LGBTQ + community. Demands for the vaccine were angry in tone as this typical quote illustrates:

“And we need more vaccines. Yes, I want more vaccines. I just think it’s absolutely abhorrent that after COVID, they didn’t see this coming. But then do they care? Because it’s the gay community, one has to ask that question.” – Workshop 2, Respondent 3

Reflections by a senior health worker suggested such vocal demands for prevention were unique to the mpox outbreak.

“But yeah, I mean, it was angry, angry, angry messages. ‘I can’t get an appointment for my monkeypox vaccine’. ‘When are you going to have more vaccines in?’, and ‘it’s a disgrace that the vaccine isn’t available’. But we’ve never had that with condoms and HIV prevention or gonorrhoea prevention.” – Senior Sexual Health Consultant_1

Other respondents drew comparisons with demands for the mpox vaccine and demands for HIV pre-exposure prophylaxis (PrEP).

“...a lot of people in the GBMSM community wanted the vaccine, wanted to get vaccinated, wanted to get protected. And that’s the same with HIV, you know, that the MSM community were asking for PrEP well before it was available…we’ve seen it happens, we know this works, we want to protect ourselves, give us the tools to protect ourselves. But then, that’s perhaps the well-educated white male segment of the population.” – Infectious Disease Clinician_1

A majority of the workshop participants had either received or were accepting of the mpox vaccine. Only two participants expressed a degree of hesitancy due to low levels of trust in the pharmaceutical industry and low perceived risk of mpox. Stated regional barriers to vaccine uptake included the online booking system and restrictive eligibility criteria, which again the community reportedly mobilised to help others circumvent. High vaccine demand and uptake appeared coupled with notions of collective responsibility and peer-to-peer encouragement to get vaccinated. Key informants who attended the 2022 Manchester Pride event provided anecdotes of people requesting to be vaccinated on their forearm as a clear signal to others that they were protected against mpox.

Respondents reportedly witnessed a resurgence in fear and discrimination directed towards the LGBTQ + community because of the mpox outbreak and associated sensationalised media reports and stigmatising online discourse. A trans MSM shared his experience of posting about mpox on social media channels:

“Because I remember I was getting a lot of abuse online because I posted quite a lot about it [mpox]. Like, saying look if you’re affected by this, my heart goes out. And I got a lot of trolls... [saying] you deserve it, thinking that I had the disease myself.” – Trans MSM

Key informants perceived a degree of resilience among affected communities, enabling them to act on a sense of duty to address and counter stigmatising and misleading information.

Engagement of sexual health services and third sector

LGBTQ + charities, community groups and sexual health clinics were reportedly tasked with disseminating mpox information by central agencies and perceived to be effective in countering issues of trust, stigma, and restricted access to health services. The walk-in open access and outreach format of sexual health clinics was credited as a key factor in the high uptake of the mpox vaccine. Workshop participants often reported becoming aware of mpox through attending sexual health services and positioned local charities and members of their community as their most trusted source of information.

UKHSA informants spoke of the importance of disseminating consistent messages through locally recognised organisations and individuals, citing an observed decrease in public trust toward central government agencies associated with the COVID-19 response. Many workshop participants corroborated this lack of trust in government since the UK’s COVID-19 response. Migrant workshop participants tended to express neutral positions about the UK government, with some voicing mistrust in governments abroad, especially in the dissemination of public health information as a form of propaganda. UKHSA strategies were guided by behaviour change principles from literature on crisis and risk communication, noting the importance of listening to community organisations and priority populations to identify communication needs and assess the ongoing strategy:

"As an organisation, obviously we can talk to the data...but actually in terms of the messaging and how it would land…absolutely we [UKHSA] worked with the local partners and national partners to get that messaging right."- UKHSA Informant

While many key informants commended the UKHSA’s intentions and effort to engage LGBTQ + charities and community organisations, some sexual health and third sector key informants expressed criticism, citing under-resourcing, a reliance on goodwill, poor communication, and tokenistic engagement. Key informants described how short notice instruction from central agencies to distribute and promote vaccines, whilst simultaneously facing supply shortages, undermined the trust their organisation had established in the community, as illustrated by this typical quote:

“Information was almost released to the public before local systems had had a chance to catch up with it…there were national outlets saying vaccines are available, speak to your local clinic…I feel like it does more harm than good if I'm doing all my outreach and speaking with loads of queer people in Manchester and saying oh vaccines are available, and then they call the clinic and clinic say actually we're not 100% sure what we're doing with it yet...It just breaks down the trust a little bit between people and services.” - Community Organiser

Some informants felt central agencies didn’t heed their warnings of supply shortages and access issues, and erroneously assumed there would be low demand for the vaccine.

Communication assets developed by central agencies, while commended for using simple and concise language, were at times described as stigmatising, generic, and neither engaging nor persuasive. Participants did not recognise, nor had they previously witnessed UKHSA- and NHS-branded mpox messages shown to them during workshops. A key informant felt government bodies could have made better use of social media platforms to disseminate and target mpox messaging, comparing mpox messaging on their social media with COVID-19:

“I saw [mpox messaging] shared from other people, but I saw very little. And with COVID it was everywhere. It was on my timeline from government sources, in terms of government sources had used digital advertising money to put it on my timeline. Which they could have very easily done with monkeypox and targeted towards gay queer bi people.” – Media Specialist

This was countered by other key informants who warned against over-communication resulting in distorted public perceptions on risk and information fatigue.

“I sometimes wonder, and this was more to do with COVID, but whether we sometimes over communicate…and you end up thinking that COVID is the only thing in our lives and it becomes all-encompassing…I think the level of communication, the amount of communication, they [public health authorities] could think about that a bit more. I did wonder whether we overwhelmed people with information at some points during COVID, don't think that happened with monkeypox so much.” – Infectious Disease Clinician_2

Local third sector and sexual health informants felt that instruction by central agencies to target sex-on-premise venues were misguided, citing a shift in group sex activities to private venues facilitated through social media, and established safe sex policies in commercial venues. Considering reported shortcomings of mpox communication by central agencies, some community organisation informants felt opportunities to co-develop messages and communication strategies with affected communities were missed. They took it upon themselves to design their own communication strategy and assets in a way they felt would resonate better with the local community, e.g., by using local colloquialisms. Workshop participants reported local colloquialisms, together with humour in messages, helped facilitate engagement especially in a post-pandemic context where participants were fatigued by public health and outbreak communications.

Limitations & challenges in evidence-based public health messaging

A prominent challenge in generating public health messages for mpox was the need to strike a balance between providing clear, non-stigmatising, actionable information, while being open about uncertainty and avoiding under- or overstating risk. This challenge was further exacerbated by limited evidence on the transmission dynamics of Clade II B.1 and the virus’s history as a neglected tropical disease in Central and West Africa. Key informants witnessed speculations about sexual transmission of mpox in parts of Asia and Africa prior to the 2022 outbreak and questioned whether we would have been better prepared for the UK outbreak had mpox been ‘as well funded as other high-profile diseases.’

Key informants believed the post COVID-19 era had heightened the importance of providing accurate evidence-based information while avoiding speculation. For example, an infectious disease clinician described how groups of social media users remained primed to leverage scientific communication to suit their own agendas, which led them to question whether communication of disease risk may have been downplayed:

“With hindsight I wonder did that lead us to downplaying in some ways the risk, because we knew that if we even hinted the smallest idea, that it could be really magnified and taken out of context…[in reference to their publication on mpox] The majority of the tweets were conspiracy tweets, it was hashtag monkeypox is airborne…which is not what we said at all but they took it from where we were speculating, monkeypox can be perhaps transmitted by respiratory droplets in short distances and they were taking that and blowing that out of proportion.” – Infectious Disease Clinician_1

UKHSA key informants felt one of the key challenges in accurate health communication was that people tend to find definitive information clearer and more trustworthy, whereas messages containing nuance and uncertainty are less accessible and believable. Workshop participants described being cynical towards information on the internet, especially if it appeared to have an agenda, be it political or commercial. They highlighted the importance of honesty and demonstrated preference for health authorities to be upfront about unknowns.

A reported positive outcome of the mpox outbreak was how it motivated research into a previously neglected tropical disease to inform practice. Central agencies were commended for responding quickly to new research findings, for example, refining self-isolation messaging based on emerging evidence on the transmission dynamics of Clade II B.1. Shortened self-isolation periods were welcomed by the workshop participants, who were fearful of further stigmatisation from prolonged isolation from important social groups and already fatigued by COVID-19 lockdown measures.

Key informants discussed how evidence on disease burden and risk influenced the target audience for mpox messages. Respondents were cognisant that regular uptake of sexual health testing services was highest among openly gay, bisexual, white British ethnic, well-educated men or trans men. Questions were raised as to whether targeting activities based on the demographics of reported mpox cases meant other at-risk groups who do not regularly engage in sexual health services, namely sexually active heterosexuals, discrete MSM, and non-white British MSM, were overlooked in communication and outreach activities in the mpox response:

“…was it a huge spike in actual cases, or a large spike in recognition and reporting of cases? Whereas maybe a heterosexual man who got a spot on his willie didn't go to a clinic didn't think anything about it, and it settled down on its own?” – Senior Sexual Health Consultant_1

"People who are coming from other communities or are more closeted during the transmission. You know, there are a lot of people who didn't admit to any known links, which probably means that either through anonymous sex or not being out…that probably facilitated the spread early on, and our messaging…isn't going to get through to that less visible GBMSM community" – Infectious Disease Clinician_1

Key informants spoke of a difficult balance between using data to direct limited resources to at-risk groups and the potential to generate negative associations between disease and sexual identity. Some key informants felt targeting messages at UKMSM was ultimately the right approach. Among priority populations interviewed there was a consensus that promotion of mpox diagnosis and prevention should be broadly inclusive, and risk should be communicated in terms of behaviour, not sexual identity. Perceptions from both key informants and priority populations were underpinned by awareness and experience of HIV/AIDS communication in the 80s and its social legacy. Some respondents believed if a population or community needs to be labelled as ‘at-risk’ for purposes of awareness, identification and diagnosis, then there needs to be clear explanation to the public as to why. This would help to disentangle identity from behaviours and reduce stigma. One participant explained similarities in the shortcomings of HIV communications, where clear explanations as to why people who are at-risk were lacking:

"..in my country there's information about HIV as well. And they tend to say like, ‘hey people, men that sleep with other men are high risk’, [but] they never explain why. And a lot of people use that information, outside of the gay community as well, inside as well, to shame the gays or the gay community…[public health organisations] never make an effort to explain why gay people are more at risk than straight people. – Workshop 1, Respondent 6

There was a common sentiment across respondents, that given the right information, people are generally willing to behave in a way that is protective of their health and the health of their community. This was associated with a preference for anti-paternalistic messages and non-judgemental promotion of sexual health services.

Drawing on the study findings, Fig.  1 presents a logic model for public health communication strategies in disease outbreaks. The logic model summarises perceived enabling factors for effective health communication, communication design outputs, and anticipated outcomes on health-related knowledge and behaviour, as described by the key informants and priority populations recruited for this study. Components of the model are then discussed in reference to the literature.

Logic model for community led infectious disease communication

Enabling factors

LGBTQ + community organisations and local sexual health services played an essential role in the 2022–2023 UK mpox response. These organisations were able to foster and support a community experienced in health advocacy, with high levels of sexual health literacy and service uptake, a strong sense of collective responsibility, low vaccine hesitancy, and a culture of peer-to-peer support. Organisations were primed and experienced in delivering non-stigmatising health information to GBMSM due to their historic and ongoing role in the HIV epidemic, enabling them to rapidly mobilise and translate emerging mpox knowledge into co-produced advocacy and health promotion campaigns. The organisational legacy of the HIV epidemic in shaping the mpox response is not unique to the UK, with similar experiences evidenced in Australia [ 33 ]. Researchers have been calling for timely and meaningful engagement with at-risk priority populations and community organisations since the lessons learnt from the 2013–2016 West African Ebola outbreak [ 34 , 35 , 36 ]. Inclusion of community organisations by UKHSA and other central public health agencies was praised, however key informants report further to go to achieve meaningful two-way collaboration between communities and public health authorities. Key informant description of community engagement by central public health agencies was reflective of a top-down reactive and individualistic approach, which has been criticised for failing to fully incorporate the lived experience of affected communities in outbreak response activities [ 21 , 22 ]. These findings are reflective of typical community engagement approaches in high-income countries, where community engagement used for infectious disease prevention and control during epidemics is largely limited to consultation, demonstrating passive involvement with target communities [ 37 ].

A paper reflecting on New York’s community-led response to mpox affirms ‘ power to make consequential decisions should be placed in the hands of those whose lives will be affected by those decisions’ [ 38 ]. Liverpool possesses a rich context of collaboration and power sharing in public health. A cross sector LGBTQ + Health Needs Assessment Working group, consisting of academics, LGBTQ + charities, youth groups, sexual & reproductive health services and other community organisations, commissioned by Liverpool City Council, conducts participatory research to better understand the health needs of the LGBTQ + community and improve health equity. Liverpool City Council have invested in community-led models to improve vaccination (COVID-19, childhood measles, mumps and rubella) and cancer screening uptake, by empowering and resourcing interdisciplinary teams consisting of health practitioners, community organisations and priority populations to use data to develop solutions to complex public health challenges such as issues of trust and misinformation. In conclusion, the Liverpool context provides a wealth of opportunity to address gaps in resources and know-how to develop effective outbreak responses with affected communities. However, efforts to sustain and scale-up community-led health promotion and collective action against health inequities is challenged by reactive and siloed funding streams which result in the loss of networks and duplication of resources, an experience reflected by key informants who felt time was wasted through having to re-establish working groups for each emerging public health crisis.

Engaging communities, community organisations, and sexual health services in outbreak responses should not lead to burdening them. Resources are required to match the role community organisations and sexual health services are expected to play. Reports of under-resourcing and poor communication by central agencies placing strain on sexual health services was not unique to the Liverpool context, a 2022 survey of 139 UK sexual health professionals with direct clinical experience of mpox found increased workload pressures were exacerbated by a lack of additional funding for mpox, pre-existing pressures on sexual health services, and unrealistic expectations around capacity, resulting in 67.6% of respondents reporting negative emotional impact due to their mpox work [ 39 ]. Across different contexts, the 2022–2023 mpox outbreak put increased strain on sexual health services, while opportunities to strengthen sexual health service capacity to better meet the health needs of the local community were missed [ 40 ]. This is potentially reflective of sentiments by key informants, who appreciated being invited to the table but didn’t feel heard when expressing the needs of local sexual health services and the community. A further missed opportunity centred around co-development of mpox communication between central agencies and affected communities, enabling a shift from the traditional top-down information-based model of health promotion to a more grounded narrative approach, utilising patient experiences and storytelling to help communities make sense of the uncertainty and novel situation brought about by infectious disease outbreaks [ 41 ]. In a promising step towards addressing missed opportunities, the UKHSA recently announced a £200,000 fund to award innovative community-based organisation campaigns that boost engagement through outreach activities to reduce sexual health inequalities in LGBTQ + communities [ 42 ].

Underpinning effective infectious disease outbreak communication are accurate evidence-based messages, without which uncertainty becomes a significant challenge for community-based messengers, undermining their trust and ability to promote positive health behaviours. The nature of health research means uncertainty will almost always be present, in these circumstances workshop participants recommended honesty and transparency. Research on the impact of scientific uncertainty on trust and behaviour change is limited and has shown mixed results depending on how the uncertainty is presented and who it is presented to [ 43 ]. In addition to issues of uncertainty, the ability to accurately explain risk in terms of behaviours requires a good understanding of disease transmission dynamics. Key informants and workshop participants perceived this type of messaging to be important to reduce manifestations of stigma due to conflation of risky behaviour with certain identities. Generating a strong evidence base requires research in all countries where the disease is endemic. Cessation of mpox’s WHO designation of a ‘Public Health Emergency of International Concern’ brings with it a risk of complacency and reduced investment in research and development, especially in resource constrained countries where mpox remains a significant ongoing threat [ 44 ]. Promisingly, the first clinical trial on the African continent related to a mpox therapeutic antiviral, Tecovirimat, is due to begin in the Democratic Republic of Congo due in part to the 2022 global outbreak [ 45 ].

Communication design outputs

Enabling factors support development and delivery of preferential communication design attributes and encompass the message content and execution. Study respondents voiced preferences on message content to be concise and factual; unambiguous language; transparent and honest about evidence base; risk explained in terms of behaviour not social identity; and utilising patient perspectives. Tone of the message content should be anti-paternalistic, guiding people to assess their own risk, with clear instruction on prevention, diagnosis and treatment. These findings are reflective of twenty-first century advances in risk and crisis communication which emphasise public involvement and ‘dialogues free of prejudices, paternalism, and preconceptions…[to]…impart precise and updated information reflecting uncertainty and considering cultural differences to build trust and facilitate cooperation with the public sphere [ 46 ].’ Despite anticipated variation among migrant, black and ethnic minority population, reported communication needs and preferences were consistent across the workshops and no cultural differences were identified beyond a need to provide information in multiple languages and preference for images over text to support accessibility.

Respondent preferences for message execution included accessibility to all people with varied communication needs; delivery through multiple avenues online and offline; with layered tiers of information to avoid over- or under -communication. In the United States, dissemination of information through locally recognised trusted messengers was pertinent to the successful mpox response and stigma reduction [ 47 ]. The engagement of community organisations when designing public health messaging has proven to be especially essential when working in a context of mistrust between communities, outbreak responders, and government [ 48 ]. Trust in the UK government has been on the decline, exacerbated by political scandals of governmental officials breaching lockdown rules [ 49 ]. Lack of public trust in government can undermine messaging from public health authorities [ 50 ].

Anticipated outcomes

The study indicated that empowered affected communities were pertinent to the UK’s successful outbreak response. These communities were able and willing to share mpox information and patient experience, advocate for improved access to health services, counter stigma and misinformation, and encourage vaccine uptake among peers. Hypothesised stigma associated reduced health-seeking behaviour, delayed presentation or vaccine hesitancy [ 5 , 6 ] was not found among participants and key informants in the Liverpool experience of the mpox outbreak. Moreover, many participants and key informants described how priority populations were eager to get the mpox vaccine, but faced access barriers to vaccination. This corresponds to mpox vaccine willingness in other settings such as in the Netherlands [ 51 ] and the United States [ 52 ], and contrasts with the significant vaccine hesitancy underpinning the COVID-19 vaccination programme [ 53 ]. This correspondence and divergence from literature on vaccine uptake, which may be influenced by differences in health literacy and prevailing attitudes among the at-risk population, speaks to the importance of these factors for the effectiveness of community-led health promotion. Thus, the logic model may not be transferable to other disease outbreaks without adaptation that considers important characteristics of the at-risk population. In some circumstances, infectious disease communication can be impactful in its simplest form: communicate the disease risk, and provide access to prevention and treatment, and individuals will implement these short-term solutions to return the body to homeostasis. However, as this study shows, the ethos of the simplistic approach will often fall short of delivering an equitable response to disease outbreaks because it fails to acknowledge the lived experiences of marginalised and disadvantaged groups and their needs for trusted sources of communication and healthcare provision. Communication from culturally-connected, trusted sources, that responds to individual community needs and barriers to healthcare, can help dismantle health inequities while providing clear instruction on prevention and treatment services [ 54 ].

Limitations

This study focusses on the Liverpool experience of mpox in the 2022–2023 outbreak. Although themes of communication good practice recommendations could be transferrable, it may be difficult to generalise this study to other outbreaks with different contextual challenges e.g., countries with human rights violations. Recruitment limitations meant younger and student MSM demographics were not well represented in the data, but they were potentially a key sub-group. Another potentially important group not represented in the data were closeted and discreet MSM. Reports that migrant, black and ethnic minority MSM faced multiple forms of discrimination due to their intersecting minority identities and thus had a greater subgroup of closeted or discreet MSM [ 55 ] informed expectations that there would be variation in communication needs and preferences among migrant, black and ethnic minority MSM. However, the lack of representation of closeted and discreet MSM in the data may explain why reported communication needs and preferences were consistent between the workshops with different MSM groups. Sahir House led on recruitment and provided participant reimbursement raising the possibility of bias in responses to favour charities and community organisations. Participants were not directly asked if they had previously acquired mpox. It was not deemed ethical to encourage participants into revealing sensitive health information during the workshops as their confidentiality could not be guaranteed, however it is acknowledged that this information could have been gathered using other methods. This could be a limitation, since lived experience of an illness can shape and individuals’ perception and experience of stigma [ 56 . We do not know if bisexual participants were represented in the workshops, which is another factor that could shape mpox vaccine willingness [ 57 ]. Finally, when assessing the high demand for the mpox vaccine, there may be other factors than those outlined in this paper, such as perceived scarcity, which was shown to increase demand for COVID-19 vaccines in Germany [ 58 ].

The 2022–2023 UK mpox outbreak has shown the necessity of co-developing public health messaging with affected priority populations to produce persuasive, accessible, informative and non-stigmatising public health communications. The UK response to mpox shows some learning from previous public health campaigns around HIV and COVID-19, but key informants expressed room for improvement. Lessons from rights based and inclusive community-led approaches during outbreaks should be heeded in the UK, working towards more meaningful and timely collaboration between affected communities, primary healthcare, and regional and national public health authorities.

Availability of data and materials

The datasets generated and/or analysed during the current study are available from the corresponding author on reasonable request. Assessment instruments and topics guides are included as additional files.

Abbreviations

Reported priority population for mpox in the UK

Men who have sex with men

UK Health Security Agency

Mitjà O, Ogoina D, Titanji BK, Galvan C, Muyembe JJ, Marks M, Orkin CM. Monkeypox. Lancet. 2023;401(10370):60–74.

Article   PubMed   Google Scholar  

WHO. Multi-country outbreak of mpox: Situation report. 2023.

UK Health Security Agency. Mpox (monkeypox) outbreak: epidemiological overview, 11 January 2024. In: Agency UHS, editor. 2024. https://www.gov.uk/government/publications/monkeypox-outbreak-epidemiological-overview/mpox-monkeypox-outbreakepidemiological-overview-11-january-2024 . Accessed Jan 2024.

UK Department for Health & Social Care: Joint Committee on Vaccination & Immunisation. JCVI statement on mpox vaccination as a routine programme. In: Immunisation DfHSCJCoV, editor. 2023. https://www.gov.uk/government/publications/mpox-vaccination-programme-jcvi-advice-10-november/jcvi-statement-on-mpox-vaccination-as-a-routine-programme . Accessed Jan 2024.

März JW, Holm S, Biller-Andorno N. Monkeypox, stigma and public health. Lancet Reg Health Eur. 2022;23:100536.

Article   PubMed   PubMed Central   Google Scholar  

Rabiul Islam M, Hasan M, Rahman MS, Rahman MA. Monkeypox outbreak - No panic and stigma; only awareness and preventive measures can halt the pandemic turn of this epidemic infection. Int J Health Plann Manage. 2022;37(5):3008–11.

Earnshaw VA, Reed NM, Watson RJ, Maksut JL, Allen AM, Eaton LA. Intersectional internalized stigma among Black gay and bisexual men: A longitudinal analysis spanning HIV/sexually transmitted infection diagnosis. J Health Psychol. 2021;26(3):465–76.

Fischer LS, Mansergh G, Lynch J, Santibanez S. Addressing disease-related stigma during infectious disease outbreaks. Disaster Med Public Health Prep. 2019;13(5–6):989–94.

Link BG, Phelan JC. Conceptualizing stigma. Ann Rev Sociol. 2001;27(1):363–85.

Article   Google Scholar  

Latalova K, Kamaradova D, Prasko J. Perspectives on perceived stigma and self-stigma in adult male patients with depression. Neuropsychiatr Dis Treat. 2014;10:1399–405.

Earnshaw VA, Smith LR, Chaudoir SR, Amico KR, Copenhaver MM. HIV stigma mechanisms and well-being among PLWH: a test of the HIV stigma framework. AIDS Behav. 2013;17(5):1785–95.

Stangl AL, Earnshaw VA, Logie CH, van Brakel W, Simbayi LC, Barré I, Dovidio JF. The Health Stigma and Discrimination Framework: a global, crosscutting framework to inform research, intervention development, and policy on health-related stigmas. BMC Med. 2019;17(1):31.

Bragazzi NL, Khamisy-Farah R, Tsigalou C, Mahroum N, Converti M. Attaching a stigma to the LGBTQI+ community should be avoided during the monkeypox epidemic. J Med Virol. 2023;95(1):e27913.

Article   CAS   PubMed   Google Scholar  

Gonsalves GS, Mayer K, Beyrer C. Déjà vu all over again? Emergent monkeypox, delayed responses, and stigmatized populations. J Urban Health. 2022;99(4):603–6.

Logie CH. What can we learn from HIV, COVID-19 and mpox stigma to guide stigma-informed pandemic preparedness? J Int AIDS Soc. 2022;25(12):e26042.

Brand SPC, Cavallaro M, Cumming F, Turner C, Florence I, Blomquist P, Hilton J, Guzman-Rincon LM, House T, Nokes DJ, Keeling MJ. The role of vaccination and public awareness in forecasts of Mpox incidence in the United Kingdom. Nat Commun. 2023;14(1):4100.

Article   CAS   PubMed   PubMed Central   Google Scholar  

Zhang X-S, Mandal S, Mohammed H, Turner C, Florence I, Walker J, Niyomsri S, Amirthalingam G, Ramsay M, Charlett A, Vickerman P. Transmission dynamics and effect of control measures on the 2022 outbreak of mpox among gay, bisexual, and other men who have sex with men in England: a mathematical modelling study. Lancet Infect Dis. 2024;24(1):65–74.

Jones O. The UK has quietly done an incredible job of fighting mpox – but it’s no thanks to ministers. The Guardian. 2023. https://www.theguardian.com/commentisfree/2023/mar/02/uk-mpox-response-queer-campaigners-lgbtq-hiv-aids . Accessed Jan 2024.

WHO. One year on from mpox: where are we now? – a conversation with Martin Joseph and Harun Tulunay. 2023. https://www.who.int/europe/news/item/15-05-2023-one-year-on-from-mpox--where-are-we-now----a-conversation-with-martin-joseph-and-harun-tulunay . Accessed Jan 24.

Bologna L, Stamidis KV, Paige S, Solomon R, Bisrat F, Kisanga A, Usman S, Arale A. Why communities should be the focus to reduce stigma attached to COVID-19. Am J Trop Med Hyg. 2021;104(1):39–44.

Scambler G. Health-related stigma. Sociol Health Illn. 2009;31(3):441–55.

Roelen K, Ackley C, Boyce P, Farina N, Ripoll S. COVID-19 in LMICs: the need to place stigma front and centre to its response. European J Develop Res. 2020;32(5):1592–612.

Roura M, Dias S, LeMaster JW, MacFarlane A. Participatory health research with migrants: opportunities, challenges, and way forwards. Health Expect. 2021;24(2):188–97.

Department for Levelling Up, Housing & Communities. Liverpool Strategic Futures Advisory Panel: Interim report. In: Department for Levelling Up HC, editor. 2023. https://www.gov.uk/government/publications/liverpool-strategic-futures-advisory-panel-interim-report/liverpool-strategic-futures-advisory-panel-interim-report . Accessed Jan 2024.

Liverpool Sustainable City Health and Wellbeing Strategy: 2014-2019. P. H. Liverpool, Liverpool City Council. 2014.

UK Health Security Agency. Investigation into monkeypox outbreak in England: technical briefing 8, 2022. https://www.gov.uk/government/publications/monkeypox-outbreak-technical-briefings/investigation-into-monkeypox-outbreak-in-england-technical-briefing-8 . Accessed Jan 2024.

We still need to be alert to MPox’. Liverpool City Council. 2023. https://liverpoolexpress.co.uk/blog-we-still-need-to-be-alert-to-mpox/#:~:text=In%20Liverpool%20we%20kept%20case,20%20cases%20in%20the%20city2024 . Accessed Jan 2024.

Public Health Liverpool, Liverpool City Council. Living Safely and Fairly with COVID-19: Public Health Annual Report 2022. https://phar.liverpool.gov.uk/liverpools-priorities-and-challenges/ . Accessed Jan 2024.

Parkinson M. After COVID-19: Is Liverpool Still Beyond or Back On The Brink?: University of Liverpool, Heseltine Institute for Public Policy PaP; 2020. https://www.liverpool.ac.uk/media/livacuk/publicpolicyamppractice/covid-19/Parkinson-2020-is-liverpool-back-on-the-brink.pdf . Accessed Jan 2024.

North West Regional Strategic Migration Partnership. North West Statistics. 2023. https://northwestrsmp.org.uk/statistics/ . Accessed Jan 2024.

Ekezie W, Maxwell A, Byron M, Czyznikowska B, Osman I, Moylan K, Gong S, Pareek M. Health communication and inequalities in primary care access during the COVID-19 pandemic among ethnic minorities in the united kingdom: lived experiences and recommendations. Int J Environ Res Public Health. 2022;19(22):15166.

Gale NK, Heath G, Cameron E, Rashid S, Redwood S. Using the framework method for the analysis of qualitative data in multi-disciplinary health research. BMC Med Res Methodol. 2013;13(1):117.

Cornelisse VJ, Heath-Paynter D, Delpech V, Read P, Apostolellis A, Medland NA, MacIntyre CR, Giola M, Kidd M. How Australia and Aotearoa New Zealand avoided large-scale mpox (formerly monkeypox) outbreaks in 2022–2023. Intern Med J. 2023;53(10):1732–8.

Frimpong SO, Paintsil E. Community engagement in Ebola outbreaks in sub-Saharan Africa and implications for COVID-19 control: a scoping review. Int J Infect Dis. 2023;126:182–92.

Hrdličková Z, Macarthy JM, Conteh A, Ali SH, Blango V, Sesay A. Ebola and slum dwellers: community engagement and epidemic response strategies in urban sierra Leone. Heliyon. 2023;9(7):e17425.

Jamie B, Mohamed FJ, Danielle P, Saiku B, Katharine O, Allan O, Musa S, James SF, Mohammed BJ, Paul S, Laura S, Benjamin MA, Laurent H-D. Community engagement in outbreak response: lessons from the 2014–2016 Ebola outbreak in Sierra Leone. BMJ Glob Health. 2020;5(8):e002145.

Gilmore B, Ndejjo R, Tchetchia A, de Claro V, Mago E, Diallo AA, Lopes C, Bhattacharyya S. Community engagement for COVID-19 prevention and control: a rapid evidence synthesis. BMJ Glob Health. 2020;5(10):e003188.

Roth G, Barnes-Balenciaga J, Osmundson J, Smith MDR, Tran NK, Diamond N, Makofane K. Global North learning from global south: a community-led response to mpox in New York City. PLOS Global Public Health. 2023;3(6):e0002042.

Hayes R, Dakin F, Smuk M, Paparini S, Apea V, Dewsnap C, Waters L, Anderson J, Orkin CM. Cross-sectional survey of sexual health professionals’ experiences and perceptions of the 2022 mpox outbreak in the UK. BMJ Open. 2024;14(1):e080250.

Stewart J, Bartkus M, Sperring H, Ruiz-Mercado G, Johnson S, Pierre C. Monkeypox vaccination strategy and missed opportunities in STI and HIV prevention: an urban sexual health clinic’s experience during a public health emergency. Open Forum Infect Dis. 2023;10(1):ofad006.

Hou JZ. Sharing Is Caring: Participatory Storytelling and Community Building on Social Media Amidst the COVID-19 Pandemic." American Behavioral Scientist: 2023;00027642231164040.

Agency U. H. S. Innovative projects to trial new ways to improve sexual health and HIV outcomes. 2023.

van der Bles AM, van der Linden S, Freeman ALJ, Mitchell J, Galvao AB, Zaval L, Spiegelhalter DJ. Communicating uncertainty about facts, numbers and science. Royal Soc Open Sci. 2019;6(5):181870.

Gulumbe BH, Yusuf ZM, Usman NI. Beyond the peak: global health post-COVID-19 and Mpox: successes, challenges and prospects. Microbes Infect Dis. 2023;4(3):762–7.

Google Scholar  

Nakkazi E. Monkeypox trial to begin in DR Congo. Lancet Infect Dis. 2022;22(10):1425.

Dimitriou D, Gesser-Edelsburg A, Green MS, James JJ, Mordini E, Shir-Raz Y, Walter N. The public sphere in emerging infectious disease communication: recipient or active and vocal partner? Disaster Med Public Health Prep. 2015;9(4):447–58.

Daskalakis D, Romanik N, Jha AK. Lessons fom the Mpox response. JAMA. 2024;331(5):387–8.

Camara S, Delamou A, Millimouno TM, Kourouma K, Ndiaye B, Thiam S. Community response to the Ebola outbreak: contribution of community-based organisations and community leaders in four health districts in Guinea. Glob Public Health. 2020;15(12):1767–77.

Davies B, Lalot F, Peitz L, Heering MS, Ozkececi H, Babaian J, Davies Hayon K, Broadwood J, Abrams D. Changes in political trust in Britain during the COVID-19 pandemic in 2020: integrated public opinion evidence and implications. Human Soc Sci Commun. 2021;8(1):166.

Fancourt D, Steptoe A, Wright L. The cummings effect: politics, trust, and behaviours during the COVID-19 pandemic. Lancet. 2020;396(10249):464–5.

Dukers-Muijrers NHTM, Evers Y, Widdershoven V, Davidovich U, Adam PCG, Op de Coul ELM, et al. Mpox vaccination willingness, determinants, and communication needs in gay, bisexual, and other men who have sex with men, in the context of limited vaccine availability in the Netherlands (Dutch Mpox-survey). Front Public Health. 2023;10(1):1058807. https://doi.org/10.3389/fpubh.2022.1058807 .

Guilamo-Ramos V, Thimm-Kaiser M, Benzekri A. Community-engaged Mpox vaccination provides lessons for equitable health care in the United States. Nat Med. 2023;29(9):2160–1.

Chen X, Lee W, Lin F. Infodemic, institutional trust, and COVID-19 vaccine hesitancy: a cross-national survey. Int J Environ Res Public Health. 2022;19(13):8033.

Fortuna KL, Hudson MF, Myers A, Kadakia A, Rivera J, Nutz T. How can we achieve health equity? Revisit the premise informing the scientific method. Health Expect. 2022;25(1):1–3.

Khanolkar ARAB, Tabor E, Frost DM, Patalay P, Redclift V. Lived experiences and their consequences for health in sexual and ethnic minority young adults in the UK - A qualitative study. University College London; 2022.

Shrewsbury D. Blame and shame are harming our response to monkeypox. BMJ. 2022;378:o2134.

MacGibbon J, Cornelisse VJ, Smith AKJ, Broady TR, Hammoud MA, Bavinton BR, Heath-Paynter D, Vaughan M, Wright EJ, Holt M. Mpox (monkeypox) knowledge, concern, willingness to change behaviour, and seek vaccination: results of a national cross-sectional survey. Sex Health. 2023;20(5):403–10.

Schnepf J. Does perceived scarcity of COVID-19 vaccines increase vaccination willingness? Results of an experimental study with German respondents in times of a national vaccine shortage. PLoS ONE. 2022;17(9): e0273441.

Download references

Acknowledgements

We would like to acknowledge the study participants, for sharing their valuable knowledge and for their enthusiastic engagement during participatory workshops. We would also like to acknowledge Dr Beate Ringwald and Dr Victoria Watson for their contributions to the grant proposal and study protocol, and Amina Ismail for her support during recruitment.

This study was funded by The Pandemic Institute, a consortium of academic, health and civic partners in Liverpool ( https://www.thepandemicinstitute.org/ ) CB and MWW undertook this research during a Specialised Foundation Program appointment at Liverpool University Hospitals NHS Foundation Trust and as Honorary Clinical Fellows of the University of Liverpool. DH is supported by Horizon 2020 grant 964728 (JITSUVAX).

Author information

Authors and affiliations.

Department of International Public Health, Liverpool University Hospitals NHS Foundation Trust/Liverpool School of Tropical Medicine, Liverpool, UK

Colette Pang Biesty

Department of International Public Health, Liverpool School of Tropical Medicine, Liverpool, UK

Charlotte Hemingway

Public Health Department, Liverpool City Council, Liverpool, UK

James Woolgar

Sahir House, Liverpool, UK

Katrina Taylor

Liverpool University Hospitals NHS Foundation Trust, Liverpool, UK

Mark David Lawton & Muhammad Wali Waheed

School of Psychological Science, University of Bristol, Bristol, UK

Dawn Holford

Department of Clinical Sciences, Liverpool School of Tropical Medicine, Liverpool, UK

Miriam Taegtmeyer

You can also search for this author in PubMed   Google Scholar

Contributions

CH and MT designed the study, provided oversight, and analysed the data. CH wrote the manuscript. CB, KT and MWW recruited participants, collected the data, analysed the data, inputted into, and reviewed the manuscript. JW, DH, and ML provided expert review and inputted into the manuscript.

Corresponding author

Correspondence to Charlotte Hemingway .

Ethics declarations

Ethics approval and consent to participate.

Ethical approval for this study was obtained from the Liverpool School of Tropical Medicine’s Research Ethics Committee (22–078). Informed consent was obtained from all study participant prior to interview/workshop commencement. All study participants were over the age of 18.

Consent for publication

Not applicable.

Competing interests

Authors JW and KT are associated with organisations involved in the regional mpox response. Authors CH, JW and KT are members of the LGBTQ + Health Needs Assessment Group. To minimise risk of researcher bias, data analysis was conducted collaboratively and iteratively across all authors.

Additional information

Publisher's note.

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Supplementary material 1., supplementary material 2., rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ . The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/ ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

Reprints and permissions

About this article

Cite this article.

Biesty, C.P., Hemingway, C., Woolgar, J. et al. Community led health promotion to counter stigma and increase trust amongst priority populations: lessons from the 2022–2023 UK mpox outbreak. BMC Public Health 24 , 1638 (2024). https://doi.org/10.1186/s12889-024-19176-4

Download citation

Received : 15 February 2024

Accepted : 17 June 2024

Published : 19 June 2024

DOI : https://doi.org/10.1186/s12889-024-19176-4

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

• public health messaging
• participatory health research
• pandemic preparedness

BMC Public Health

ISSN: 1471-2458

• General enquiries: [email protected]

Southern Nevada Health District: Setting Targets to Drive Improvements in Disease Prevention and Health Promotion

This blog post is part of our quarterly series highlighting the work of Healthy People 2030 Champion organizations . Healthy People 2030 Champions are organizations recognized for their work to improve the health and well-being of people in their communities and to help achieve Healthy People 2030’s goals. 

The Southern Nevada Health District (SNHD) serves more than 2.3 million people — including residents of Las Vegas. Within SNHD, the Office of Chronic Disease Prevention and Health Promotion (OCDPHP) takes a data-driven approach to assess the community’s health — and to set goals that translate into programs and policies for health improvement. Healthy People 2030’s Leading Health Indicators (LHIs) and specific measurable objectives play a key role in that approach. 

“We implement evidence-based initiatives to support health and well-being in our community,” says Rayleen Earney, Health Educator at OCDPHP. “Healthy People 2030 LHIs and objectives provide benchmarks that we can use to evaluate our progress — so we can see what’s working well and where we need to make changes.” 

Earney and her colleagues Nicole Bungum (OCDPHP Supervisor) and Maria Azzarelli (OCDPHP Manager) recall how the Healthy People initiative has been guiding their health improvement efforts from the very beginning of their tenure. “When we started working together nearly 25 years ago, we kept a hard copy of Healthy People 2000 in our office,” Azzarelli says. “Healthy People has been a big part of the work we’ve done throughout the decades.”

Setting targets to drive change

OCDPHP sets targets to work toward health improvements in chronic disease prevention and management. “We set targets to guide decision-making and allocation of resources, and to focus efforts on strategies that create the greatest community impact,” Bungum says. “Our office refers to Healthy People 2030 targets because they provide a reliable, transparent, and systematic approach to evaluate progress made every 10 years.” 

For example, OCDPHP used objective PA-01: Reduce the proportion of adults who do no physical activity in their free time to set a target for physical activity efforts, consistent with the national goal of 21.8 percent. To help achieve this target, OCDPHP used evidence-based strategies to increase opportunities for physical activity. Between 2019 and 2021, OCDPHP saw progress in its community, with the percentage of adults who don’t do any physical activity falling from 26.6 percent to 24.3 percent. 

How did they do it? In addition to long-term policy, systems, and environmental change strategies to improve community design for physical activity, OCDPHP used Move Your Way ® materials and developed physical activity initiatives specific to Southern Nevada — including Move Your Way summer events, which offer fun ways to move during Southern Nevada’s hot summer months, when it’s difficult to be physically active outside. OCDPHP partners with communities to hold active pool parties at city and county pools, with free entry for families and opportunities to learn about Move Your Way and the importance of physical activity. Over the years, the initiative has expanded to support free swimming lessons as well as youth swimming and water polo recreational programs. 

Making data accessible: Healthy People 2030 Progress Tracker

Azzarelli points out that fostering multisectoral collaboration is an important component of OCDPHP’s efforts — and transparent communication with partner organizations, communities, and the public about progress toward health improvement targets is key to collaboration. Each year, SNHD hosts a County Health Rankings event: an opportunity to share data with the community, highlight collaborative successes, and identify barriers and gaps. SNHD also created a range of publicly available data dashboards that anyone can use to monitor their community’s progress in key areas of public health. 

SNHD’s Healthy People 2030 Progress Tracker shows current data for Southern Nevada communities alongside Healthy People 2030 targets, including a visual status indicator that shows at a glance which targets the community has met — and where there’s still work to be done. The dashboard shows data for a range of topics, like death rates due to different diseases and other causes, tobacco use, people living below the poverty level, and high school graduation rates. It allows users to view data for Clark County — which includes Las Vegas — as a whole or at the city, zip code, or census tract level. 

In addition, a data comparison feature allows users to measure progress over time. For example, while Clark County falls short of the Healthy People 2030 target for TU-02: Reduce current cigarette smoking in adults , a data comparison over the years shows a steady decline in the number of adults who smoke (with the exception of a brief uptick in 2020). “Although there’s still progress to be made in reaching Healthy People 2030 targets, we’ve made great strides in reducing tobacco use in our community,” Azzarelli says. Seeing the progress made over the years shows professionals trying to improve community health that their efforts are making a difference — even if a target hasn’t been met yet.

Gathering local data to meet local needs

While Healthy People 2030 tracks progress toward health improvements on a national scale, OCDPHP also uses local data to set specific targets for health priorities in the community. “In some cases, the local data we need or want isn’t readily available,” Azzarelli says. “In those cases, we work with our partners to develop data collection instruments and collect data to use for target-setting.” 

In one instance, OCDPHP worked with partners to create a tobacco use survey through which racial and ethnic groups were intentionally oversampled. This helped OCDPHP better understand details about the types of tobacco products people use — and develop specific targets and strategies to help reduce tobacco use among those populations. The effort revealed that young Hispanic adults reported using hookah as their preferred method to smoke tobacco. OCDPHP developed paid social media messages and other culturally tailored approaches to reach that population group, raising awareness of the dangers associated with hookah use. OCDPHP also strengthened its community outreach specific to young Hispanic adults — and worked with the business community to educate people and limit hookah use indoors.

Lessons learned

The OCDPHP team shares 4 tips for using data and target-setting to promote community health improvements.

Use transparent target-setting methods.

Shared targets promote community engagement. Setting clear goals that reflect the community’s needs and priorities — and specifically involving partners and community members in the process — promotes collaboration, informs activities, and creates opportunities for everyone to work toward a shared vision of better health for all.

Make data accessible for partners and communities.

OCDPHP found that when you make target-setting data accessible to the community, it encourages community members to use these tools and promotes engagement and consistency across different organizations’ health improvement efforts. Having a range of data dashboards freely available and easy to interpret on the health district’s website allows everyone to get the information they need to inform initiatives, measure progress, or use data to support grant applications for new programs. 

Work with partners across sectors to gather relevant data.

Sometimes the data required to address the community’s specific needs may not be available through national tools and databases. That’s when OCDPHP turns to partners, like local medical systems, the SNHD Office of Disease Surveillance and Control, and community organizations. Getting local data directly from the community can help garner valuable insight that can be used to evaluate and improve program quality and set specific goals to better address the needs of the population.

Use targets to support applications for funding.

OCDPHP consistently uses targets to demonstrate progress toward health improvement goals and uses that information to document progress and identify needs. Demonstrating evaluation efforts, progress, and a shared vision with one’s communities has helped OCDPHP successfully compete for federal grants in recent years, including securing funds from the Centers for Disease Control and Prevention.  

Related Healthy People 2030 objectives:

• Reduce the proportion of adults who do no physical activity in their free time — PA‑01
• Reduce current cigarette smoking in adults — TU‑02

The Office of Disease Prevention and Health Promotion (ODPHP) cannot attest to the accuracy of a non-federal website.

Linking to a non-federal website does not constitute an endorsement by ODPHP or any of its employees of the sponsors or the information and products presented on the website.

You will be subject to the destination website's privacy policy when you follow the link.