1. At the end of the course the student is able to identify causes, pathophysiological mechanisms,|
manifestations and consequences of some important conditions at the molecular, cellular, tissue and organ
level on the level of the individual.
2. At the end of the module the student is able to identify the most important theories, perspectives and
concepts of health and disease in the context of (public) health care and has insight into how these relate
to each other.
3. At the end of the module the student is able to determine the societal and individual impact of a disease and
the possible effects of prevention on the course of the disease using the most commonly used frequency
measures and uni- and multidimensional measures of health in epidemiology, and has knowledge in how
these measures relate to each other.
4. At the end of the module the student can relate the biomedical and social context of the disease to the
expected effects of prevention on the onset and course of the disease.
5. At the end of the module the student is able to assess the impact of preventive interventions on the impact
of disease, to analyze value conflicts surrounding preventive measures and to identify and analyze the
impact of prevention at the level of society and individual lives.
6. At the end of the module the student is able to identify and defend the opportunities and obstacles for a
preventive strategy for a condition from the biomedical, social and ethical perspective in an oral presentation
The pressure on the Dutch health care system is increasing. Because of the ageing population chronic disease will become more prevalent and this will result in a large increase in the demand for care. Prevention of disease itself or limiting the consequences of disease is seen as a way to decrease the burden of disease on society by reducing illness and premature death. By some scientists it is argued that it would be possible to prevent up to half of the most prevalent diseases in the Netherlands. But is this true? In the module students are asked to determine and discuss the potential and limitations of prevention. In the project they choose a disease and the try to identify ways to prevent it. The student becomes knowledgeable about existing prevention of the causes and consequences of the disease and has to identify the opportunities to prevent the disease. The student also argues the impact of a preventive strategy on the societal and individual impact of disease, and considers and argues which ethical considerations play a role in assessing the desirability of prevention. To support the project, the student has courses in epidemiology, anatomy, celbiology, pathophysiology and ethics.