Master of Public Health

in Health Promotion

Division of Social and Behavioural Health Sciences

Dalla Lana School of Public Health
University of Toronto




Ananya Tina Banerjee
Co-Program Director
416.978.6873
[email protected]

Charlotte Lombardo
Co-Program Director
416.978.4387
[email protected]










Program Description

Founded in 1979, the DLSPH Master of Public Health Program in Health Promotion takes a social science perspective
in addressing issues related to the health of individuals, communities and populations. The program trains leaders in
health promotion practice in an array of strategies for identifying, understanding and addressing the societal and
personal determinants of health. Sufficient training in research methods is provided to enable students to pursue
doctoral studies and careers in health promotion/public health research.

Program Goals

1. To train students to assess the health promotion needs of groups and communities, and design, implement
and evaluate a broad array of health promotion strategies, programs and policies.

2. To develop research and analytical skills as a foundation for applied health research in the field of health
promotion and public health, and/or as a foundation for further graduate study either in our own PhD programs
or at other universities.

3. To ensure that its graduates have developed core health promotion competences that will enable them to
contribute as practitioners and researchers in the fields of health promotion and public health.

Graduates will:
§ Possess a critical understanding of the range of health promotion theories, approaches and strategies for
responding to health-related issues
§ Be able to assess the health needs of individuals and communities grounded in an understanding of the social
and political determinants of health and illness
§ Be able to develop, implement and evaluate health promotion interventions at individual, community and
societal levels
§ Be able to work effectively across disciplines, across sectors and with members of the public
§ Be able to work as part of a research, policy or practice group

DLSPH – MPH in Health Promotion Page 2

 Admission Criteria

Degree and Grade Requirements
§ To be considered, applicants must have completed (or be in the process of completing) an appropriate
undergraduate degree from a recognized university, with a GPA of at least a mid-B over their last ten courses.
§ Our admissions committee reviews all grades and courses, with most attention typically given to senior level
courses taken in the final two years of undergraduate study.
§ Our program is competitive, most of our successful applicants have a grade point average of A or A- over their
final year of undergraduate study.
§ Excellent grades will not “carry” an applicant on to the shortlist if they are not supported by a strong letter of
intent, experience, and letters of reference.
§ Prospective applicants may consider upgrading their academic record by taking additional university courses,
see guidelines at http://www.dlsph.utoronto.ca/page/upgrading

Statistics Requirement
§ At least one undergraduate statistics course is required, covering all topics outlined at
http://www.dlsph.utoronto.ca/students/future-students/admission-requirements/undergraduate-statistics-requirement/
§ Only one course is required so long as it covers all topics. Applicants may need to take more than one course in
order to cover the required material. Applicants are responsible for identifying course(s) and ensuring coverage
of all topics. A minimum grade of B must be obtained in each course.
§ Applicants must provide proof of coverage of the required material through the Statistics Requirement Form
completed as part of our MPH application process. To do so applicants may upload the course syllabus
(preferred option) or provide a web link to the course description. Failure to provide adequate proof of coverage
may result in delayed or compromised review of your application.
§ Applicants who have not achieved a minimum grade of B can repeat the same course or take other appropriate
course(s). We will consider the grade(s) achieved in the most recent and most advanced statistics course(s).

Social Sciences Requirement
§ We require facility with social science concepts and ideas that explore an understanding of the social world
and how it operates. We are also looking for evidence of writing and synthesis competencies.
§ Social sciences include sociology, psychology, anthropology, political science, history, geography, etc. as
well as inter/multi-disciplinary approaches such as health studies, women’s studies, etc.
§ To be competitive applicants do not need to have completed a degree in the social sciences, but should have
taken at least 3-5 relevant courses.

Letter of Intent
§ We are looking for candidates who can express themselves cogently about the social determinants of health,
who understand that health promotion is more than just health education on healthy lifestyles, who write well
and have a sense of where they are going/what they want to accomplish with an MPH degree

Experience
§ We value paid and volunteer experience in public health and other community settings that address issues
related to community health, social determinants of health, health equity, social justice
§ Less weight is generally given to clinical/health care experience, with the exception of experience with
marginalized populations and equity issues within health care settings
§ We value research experience, e.g. honours thesis, research assistantships, etc.

Letters of Reference
§ At least one reference from an academic setting is strongly advised, i.e. someone who can assess your
academic performance and potential to succeed at the graduate level
§ Letters from work/volunteer supervisors are also appropriate, particularly if they address your experience
and performance with relevant settings, populations, and/or health/social issues

International Applicants
§ International applicants should carefully review the requirements outlined at
http://www.dlsph.utoronto.ca/international-applicants/

DLSPH – MPH in Health Promotion Page 3

 Degree Requirements (10.0 Full Course Equivalents--FCE)


YEAR FALL WINTER SPRING/SUMMER

Year 1 (2.0 FCE) (2.0 FCE) (2.0 FCE)

Introduction to Public Health Health Promotion 2 PRACTICUM 1:
Sciences (CHL5803HS) Required practicum
(CHL5004HY) placement with a
Theory and Practice of relevant agency
Health Promotion 1 Program Evaluation
(CHL5801HF) (CHL5110HS) A 16 week (2.0 FCE)
practicum is
Social Determinants of Health Intro to Qualitative Methods recommended
(CHL5105HF) (CHL5221HS)
A 12 week (1.5 FCE)
Intro to Quantitative Methods One approved elective practicum is also
(CHL5220HF) permitted

Year 2 (2.0 FCE) (2.0 FCE)

GRADUATION!!!!
Public Health Policy Any combination of the
(CHL 5300HF) following:
▫ 8-16 week Practicum 2**
One approved advanced ▫ Approved electives
research course

Two approved **the maximum amount of
electives practicum credits is 3.5;
as such the maximum length of
the Practicum 2 will depend on
the length of Practicum 1

Part-Time Option
§ The program may be completed on a part-time basis, in this case students have a maximum of six
years to complete the program requirements
§ Part-time students can take a maximum of 3.5 FCE per academic year, an additional 1.0 FCE can be approved if
due to practicum enrolment
§ Students are eligible to opt out of the program and resume their studies within 12 months; however the “clock”
continues running in terms of their year of study
§ After initial university registration, students are permitted to change from full-time to part-time, or from part-
time to full-time, but can do so only once in the course of their MPH program
§ Changing from full-time to part-time status can only be made within the first 12 months after initial
registration; however, there are no time restrictions on when students can convert from part-time to full-time
§ To expedite the final stages of their program, many part-time students change to full-time status towards
the end of their program

DLSPH – MPH in Health Promotion Page 4

Program Core Competencies

Our program is guided by the following set of core competencies, derived from a synthesis of the literature on
1
competences in health promotion, social and behavioural health sciences and public health practice , notably the work
of the Pan-Canadian Network for Health Promoter Competencies, http://www.healthpromotercanada.com/.

1. Theory & Methods
a. Demonstrate knowledge of the range of theories involved in health promotion, social and behavioural sciences
and public health practice
b. Demonstrate knowledge of the social, cultural, political, environmental and economic conditions and structures
that affect the lives of individuals and communities
c. Apply health promotion values and principles in the context of the roles and responsibilities of publichealth
organizations

2. Situational/Needs Assessment
a. Identify behavioural, social, environmental, organizational, cultural and political factors that promote or
compromise health
b. Use participatory methods to engage stakeholders in the assessment process
c. Use a variety of assessment methods including qualitative and quantitative research
d. Use culturally and ethically appropriate assessment approaches
e. Collect, review and appraise relevant data, information and literature to inform health promotion action
f. Identify community strengths, assets, needs and existing resources
g. Identify priorities for action based on best available evidence and ethical values
h. Demonstrate understanding of a holistic view of settings (e.g. municipality, workplace, hospital, island, school,
etc.)

3. Program Planning and Implementation

a. Describe the range of interventions and strategies available to address public health issues
b. Use ethical, empowering, culturally appropriate and participatory processes to plan and implement health
promotion action with key partners and stakeholders
c. Use current literature, models, theories and systematic approaches for planning health promotion action at
individual, community and societal levels
d. Demonstrate the ability to critically appraise and use statistics, health surveys and epidemiological data in
program planning
e. Identify appropriate and multi-level health promotion strategies based on evidence, theory and practice
f. Develop a feasible action plan within resource constraints and with reference to existing needs and assets
g. Develop and communicate appropriate, realistic and measurable goals and objectives for health promotion
action
h. Develop, pilot and use appropriate resources and materials
i. Manage the resources needed for effective implementation of planned action
j. Monitor the quality of the implementation process in relation to agreed goals and objectives




1. Battel-Kirk, B., Barry, M. M., Taub, A., & Lysoby, L. (2009). A review of the international literature on health promotion competencies: identifying
frameworks and core competencies. Global Health Promotion, 16(2), 12-20.

Dempsey, C., Battel-Kirk, B., & Barry, M. M. (2011). The CompHP core competencies framework for health promotion handbook. Galway: Executive
Agency for Health and Consumers (EAHC), National University of Ireland Galway.

Hyndman, B. (2009). Towards the development of skills-based health promotion competencies: the Canadian experience. Global Health Promotion, 16(2),
51-55.

Jackson, S., & DePauw, L. (2007) Health promotion core competencies in the Americas. Toronto, Canada: Centre for Health Promotion, University of
Toronto.

Shilton T., Howat P., James R., Burke L., Hutchins C., & Woodman R. (2006) Revision of health promotion competencies for Australia: final report. Perth,
Australia: W estern Australian Centre for Health Promotion Research, Curtin University.

DLSPH – MPH in Health Promotion Page 5

4. Research and Evaluation
a. Identify and use appropriate qualitative and quantitative tools and methods
b. Know when and how to use participatory approaches in evaluation and research
c. Identify indicators related to social determinants of health, community strengths and assets and community
engagement strategies
d. Use statistics, health surveys and epidemiological data in evaluation and research
e. Collect, analyze and interpret evaluation data pertaining to a variety of health promotion strategies
f. Conduct both process and outcome evaluations of interventions in the field, using appropriate indicators within
available resources
g. Use evaluation findings to refine and improve health promotion action
h. Use social and behavioural research and evidence-based strategies to inform practice and build new
knowledge
i. Contribute to the development and dissemination of health promotion evaluation and research processes

5. Health Education & Communication

a. Communicate health status, demographic, statistical, programmatic, and scientific information tailored to
professional and lay audiences
b. Use the media, advanced technologies, and community networks to receive and communicate information
c. Prepare and present information, resources and materials that are appropriate, sensitive and tailored to
community characteristics (gender, age, ethnicity, etc.)
d. Apply social marketing, media advocacy and other communication principles to the development,
implementation and evaluation of health communication campaigns

6. Community Mobilization and Development

a. Use interpersonal communication and group-work skills to facilitate individuals, groups, communities and
organizations in efforts to take action on health issues
b. Engage in a dialogue with communities based on trust and mutual respect
c. Identify and strengthen local community capacities to take sustainable action on health issues
d. Advocate for and with individuals and communities for actions that improve their health and well-being
e. Nurture community leaders, foster a sense of community identity, and enable communities to increase control
over the decisions affecting their health

7. Partnerships and Collaboration

a. Establish and maintain linkages with community leaders and other key community health stakeholders (e.g.,
schools, businesses, churches, community associations, labour unions, etc.)
b. Understand the leadership, team building, negotiation and conflict resolution skills required to build community
partnerships and stimulate intersectoral collaboration on health issues
c. Understand the requirement to work collaboratively across disciplines, sectors and partners to develop and
deliver health promotion interventions
d. Engage people from diverse walks of life in decision-making in groups and at community levels related to
program planning, evaluation and research

8. Policy Development and Advocacy

a. Describe the health, economic, administrative, legal, social and political implications of policy options in
Canadian and international settings
b. Demonstrate knowledge of how legislation is formed and how to participate in the policy-making process
c. Provide strategic policy advice on health promotion issues
d. Write clear and concise policy statements for complex issues
e. Demonstrate ability to develop healthy public policy (with regard to structural and environmental change) at
national, organizational and community levels
f. Understand the requirement to advocate for policy change at national, organizational and community levels
g. Demonstrate the ability to conduct socio-political analyses of health and social issues

DLSPH – MPH in Health Promotion Page 6

Collaborative Programs

The University of Toronto's Collaborative Programs are optional multidisciplinary programs that involve a wide
range of graduate departments across the institution. Students enrolled in a collaborative program are
graduate students from a variety of disciplines who elect to specialize in a particular concentration.

Areas of focus available to DLSPH students include Global Health, Community Development, Public Health
Policy, Aboriginal Health, Women’s Health, Addiction Studies, Environment and Health, Sexual Diversity
Studies, etc. For a full list please see http://www.dlsph.utoronto.ca/program-type/collaborative/

Collaborative programs typically involve specific course requirements, which students complete as part of their
MPH program electives. Most collaborative programs also require a practicum placement involving a setting or
project relevant to the area of emphasis. Many collaborative programs also require regular attendance at a
seminar series.

Each collaborative program has its own application process and deadlines. For all relevant details consult the
collaborative program specific websites available at http://www.dlsph.utoronto.ca/program-type/collaborative/

MPH Practicum Requirement

The practicum enables students to get “hands on” experience and to apply the theory and analytic skills
acquired in the academic portion of the degree program. A broad range of practicum opportunities are
available to students, from public health agencies such as community health centres, health units and
provincial agencies, to grassroots community organizations, to global public health settings. The practicum
activities undertaken will depend on the nature of the practicum setting, the needs of the practicum
agency/organization, and the student’s learning objectives.

Students are required to undertake a full-time practicum in the Spring/Summer term of their first year. A 16
week (2.0 FCE) practicum is recommended, however a 12 week (1.5 FCE) practicum is also permitted. Most
students also complete a practicum in the Winter term of their second year, although this practicum is not
compulsory. Students can only take a maximum of 3.5 FCE of practica: if you complete a 16-week practicum
in your first year you are only allowed a 12 week practicum in your second year (and vice versa).

Because the practicum should be responsive to individual student interest and to changing needs and
opportunities within the field, students are responsible for finding their own practicum placements. However,
assistance and support is available through the services of the DLSPH practicum coordinator, including an
updated database of current practicum opportunities.

Students may receive some financial compensation for practica, however many practicum opportunities are
not paid (in particular, but not limited to, community-based placements). It is quite possible that your practicum
placement will not be paid. Students should not plan to rely on practicum funding.

Special circumstances for part-time students

For part-time students, practicum hours can be “accumulated” over an extended period of time (rather than in
concentrated blocks of 12-16 weeks), and at any time in the academic year.

It is generally better to complete a practicum in a setting other than the current place of employment. The
point of the practicum is to gain new experiences, so the opportunity must represent a new piece of
work/experience. Part-time students may complete a practicum in association with their place of employment,
but only with clearly defined conditions. In particular, such students would be required to negotiate a different
and distinct role or project, with clear start and end dates, and with a clear product.

Some part-time students choose to take a leave of absence from their employment in order to complete their
practicum in an intensive 12-16 week period.

DLSPH – MPH in Health Promotion Page 7

 Suggested Reading



Ottawa Charter for Health Promotion (foundational Health Promotion document)
http://www.who.int/healthpromotion/conferences/previous/ottawa/en/index.html

World Health Organization Global Conferences on Health Promotion

http://www.who.int/healthpromotion/conferences/en/

World Health Organization Initiatives on the Social Determinants of Health

http://www.who.int/social_determinants/en/

HP-101, Ontario Health Promotion Resource System short online course

http://www.ohprs.ca/hp101/about_course_faq.htm

Pan-Canadian Health Promoter Competencies

http://www.healthpromotercanada.com/

Canadian National Collaborating Centres for Public Health

http://www.nccph.ca/en/home.aspx

Social Determinants of Health: The Canadian Facts

http://www.thecanadianfacts.org/

Recommended Books

O’Neill, M., Pederson, A., Dupéré, S., Rootman, I. (Eds) (2012). Health Promotion in
Canada: Critical Perspectives (3rd edition). Toronto, ON: CSPI.

Minkler, M. (ed.). (2012). Community Organizing and Community Building for Health.
New Brunswick, NJ: Rutgers University Press.

Glanz, K., Rimer, B. K., & Viswanath, K. (Eds.). (2008). Health Behavior and Health
Education: Theory, Research and Practice (4th ed.). San Francisco, CA: Jossey-Bass.

DLSPH – MPH in Health Promotion Page 8