Getting Started

Welcome to the Universiti Malaya. We are really excited that you have chosen UM as the choice to enhance your career in public health.

As a new student at Universiti Malaya (UM), you’re about to embark on an exciting academic journey. The Department of Social and Preventive Medicine (SPM) offers a diverse range of postgraduate degrees, including Master of Public Health (MPH), Master of Epidemiology, and Doctor of Public Health programs. Here’s a comprehensive guide to help you understand the study system at UM:

Understanding the Academic Structure

• Semester System: The postgraduate programs are offered through a semester system. There are two main semesters per year. Semester 1 typically starts in September, while Semester 2 begins in February, and a special semester.
• Credit Hours: The credit hours for the master’s programs are around 40-45 credits, and for the doctoral programme, they are around 100-120 credits.
• Language of Instruction: For courses offered in SPM, English is the primary language of instruction.

Semester System

Main Semester

The duration of the main semester is around 21-22 weeks:

• 14 weeks of classes
• 1 week of mid-semester break
• 1 week of revision break
• 3 weeks of examination
• 2-3 weeks of end of semester break

Special Semester

The duration of the special semester is around 8-9 weeks:

• 6-8 weeks of classes
• 0-2 weeks of examination
• 1-2 weeks of end of semester break

Credit Hours

This system is based on the principle of measuring academic work through courses rather than years. It allows students flexibility in choosing subjects and completing the required credits for graduation.

One credit hour typically represents one hour of faculty instruction and at least two hours of homework per week over a semester. For example, a three-credit course usually involves three hours of lectures and six hours of homework each week.

How Credit Hours Work in Practice

• Course Enrollment: Students enroll in courses based on their academic goals and program requirements. Each course contributes to the total credits earned.
• Semester Load: The number of credits taken per semester affects the student’s study load. A typical full-time student’s load is around 18-21 credits per semester, which allows the student to complete the course within one year. For part-time students, they should plan their studies based on the availability of time for the semester.
• Progress Tracking: Once the student has passed a course, it will be credited to the student’s progress. Students track their progress by monitoring the credits earned each semester. This helps ensure they are on track to meet the total credit requirement for graduation.
• Degree Completion: Once you have earned the required number of credits, then you can apply for graduation.

Benefits of the Credit Hour System

• Flexibility: Allows students to choose courses and manage their academic load more flexibly.
• Standardisation: Provides a standardised measure of academic work across different institutions.
• Transparency: Helps students understand the workload and requirements for each course.

Modes of Course Delivery

Postgraduate public health programmes at UM, employ a variety of course delivery methods to cater to different learning styles and needs. The course in the UM is delivered through the blended learning approach, which combines traditional face-to-face instruction with flip-classroom and online learning elements.

Here are some of the common modes of course delivery used in these programs:

• Lectures and Discussion which provide foundational knowledge and encourage critical thinking through interactive sessions. The lectures can be delivered in the classroom, online, and hybrid classes.
• Seminar and Workshops (Flip-classroom) are used to apply theoretical concepts in practical scenarios, often utilising a flip-classroom approach where students prepare beforehand and engage in active learning during sessions. The seminars and workshops are usually conducted on the campus, as it provides a conducive environment for student and lecturer interaction.
• Online Learning such as FutureLearn, offers flexibility and accessibility, allowing students to review material at their own pace.
• Case-Studies are integral to the curriculum, enabling students to analyse real-world scenarios and develop problem-solving skills. 
• Field visits provide hands-on experience, bridging theoretical knowledge with practical application in public health settings.

Type of Courses

The courses in the postgraduate programmes offered in UM can be categorised as:

• Core Courses: These are mandatory courses that provide foundational knowledge and skills essential for all students in the programme. Core courses ensure that all graduates have a common base of knowledge and competencies in public health, regardless of their specialisation.
• Specialisation Courses: These courses allow students to focus on a specific area of public health; for example, the Master of Public Health is a general postgraduate public health degree, the specialisation courses cover the broad field of public health. On the other hand, for the Master of Epidemiology, the specialisation course focused on epidemiology.
• Elective Courses: These are optional courses that students can choose from a broader range of topics beyond their core and specialisation requirements. Electives provide students with the flexibility to explore other areas of interest or deepen their knowledge in specific topics related to their specialisation.

In summary, core courses provide a foundational understanding of public health, specialisation courses focus on a specific area of expertise, and elective courses offer flexibility and additional depth in areas of interest.

Methods of Assessment

The assessment and evaluation are crucial components of postgraduate programmes, ensuring that students meet the required standards and competencies. The assessment is based on the course learning outcomes for each of the courses. It can be broadly categorised into two types: formative and summative assessments.

Formative Assessments

Formative assessments are ongoing evaluations conducted during the learning process. They provide feedback to students and instructors, helping to identify areas for improvement and adjust teaching strategies accordingly. The main goal is to support student learning by providing regular feedback, allowing students to reflect on their progress, and adjusting their learning strategies.

Summative Assessments

Summative assessments aim to evaluate student learning at the end of the course, typically through exams, final projects, or research papers. They provide a snapshot of what students have learned and are used to grade or certify students. The primary purpose is to measure student performance against the course learning outcome.

Summary

Both summative and formative assessments are essential for a comprehensive evaluation system. Summative assessments provide a final measure of student achievement, while formative assessments support ongoing learning and improvement.

Type of Assessments

Continuous Assessment (CONASS)

Continuous assessments are formative evaluations conducted throughout the semester. They help monitor students’ progress and provide feedback on their learning.

Components of CONASS

• Group Assignments: Include seminars, reports, and field visit reports. These encourage teamwork and collaboration among students.
• Individual Assignments: Comprise report write-ups, case reports, and field visit reports. These assess individual understanding and application of concepts.
• Involvement in Public Health Activities: Participation in activities with the Public Health Department, UMMC, or Occupational Health Clinical Postings. This provides practical experience and exposure to real-world public health challenges.
• Quizzes and Class Tests: Regular quizzes and class tests evaluate students’ grasp of course material and help identify areas needing improvement.

End-of-Course Examination (Final Examination)

The final examination is a comprehensive exam that tests students’ overall understanding of the course material.

The questions for the final examination are designed to assess higher-order thinking (HOT). These questions require students to apply critical thinking and problem-solving skills, demonstrating deeper understanding and analysis. The university also recommends that for the postgraduate examination, an open book examination format be employed. This format allows students to refer to course materials during the exam, focusing on application and analysis rather than memorisation.

Research Paper

A research paper is an integral part of the postgraduate programme requirements for master’s and doctoral-level courses. Depending on the scope of the research, the research paper are provided with different names, e.g., research report, dissertation, and thesis.

Research Report

A research report is typically submitted for a master’s degree by coursework, e.g., Master of Public Health and Master of Epidemiology. It documents research conducted during the programme but may not involve original research to the same extent as a dissertation or thesis. The primary purpose is to demonstrate an understanding of research methods and the ability to analyse data and existing literature.

Dissertation

A dissertation is required for a master’s degree by research or mixed mode, e.g., Master of Medical Science. It involves original research and aims to contribute new insights or findings to the field. The purpose is to demonstrate the ability to conduct independent research and contribute to the existing body of knowledge.

Thesis

A thesis is associated with doctoral degrees by research or mixed mode, e.g., Doctor of Public Health and Doctor of Philosophy. It represents an extensive and original contribution to the field, often involving several years of research. The primary purpose is to demonstrate the ability to conduct significant, independent research that adds substantially to the field.