The module evidence-based health promotion and prevention consists of two seminars: the seminar evidence-based health promotion and prevention and a corresponding journal club in which topics of the seminar are discussed based upon scientific articles.
Evidence-based health promotion and prevention includes the following topics:
• Needs assessment
• Population and target group orientation
• Frameworks for developing evidence-based interventions (Intervention Mapping, PRECEDE/PROCEED)
• Frameworks for evaluating evidence quality (GRADE)
• Epidemiological and methodological foundations
• Evaluation approaches in primary prevention and health promotion
• Formative and summative evaluation (structure, process, outcome)
• Participatory research
• Complex evaluation designs for complex interventions
• Multilevel analyses

Learning Outcomes / Competencies:
Upon completion of the course, students will be able to:
• Critically assess and systematically apply evidence from public health research
• Evaluate and apply evidence across multiple levels and in the context of complex public health interventions
• Master the methodological foundations for developing and assessing systematic reviews
• Understand and apply protocols for the systematic development of evidence-based interventions in public health
• Understand different evaluation designs and methods, and assess their suitability, strengths, and limitations
• Apply systematic approaches to evaluate evidence quality
• Critically evaluate evaluation studies and their findings

In the research seminar, students independently conduct research projects on current issues in public health practice and research. During the summer semester, the focus is on the well-grounded selection, justification, and reflection of empirical research methods, as well as on addressing research ethics questions.
Building on the research questions that students formulated themselves in the previous semester, they develop a methodological design that can incorporate both quantitative and qualitative approaches. Key aspects such as study designs, sampling strategies, data collection and analysis procedures, and quality criteria of empirical social research are explored in depth. In parallel, ethical requirements for research projects — such as informed consent, data protection, risk-benefit assessments, and responsibility toward vulnerable groups — are discussed and applied to students’ own projects.
The seminar is project-oriented and promotes interdisciplinary collaboration as well as multiprofessional communication. Elements of project management support the structured planning and implementation of the research projects.
The assessment consists of writing a methods chapter for the research project developed in the seminar, in which methodological decisions are transparently justified and ethically reflected upon.

In the research seminar, students independently conduct research projects on current issues in public health practice and research. During the summer semester, the focus is on the well-grounded selection, justification, and reflection of empirical research methods, as well as on addressing research ethics questions.
Building on the research questions that students formulated themselves in the previous semester, they develop a methodological design that can incorporate both quantitative and qualitative approaches. Key aspects such as study designs, sampling strategies, data collection and analysis procedures, and quality criteria of empirical social research are explored in depth. In parallel, ethical requirements for research projects — such as informed consent, data protection, risk-benefit assessments, and responsibility toward vulnerable groups — are discussed and applied to students’ own projects.
The seminar is project-oriented and promotes interdisciplinary collaboration as well as multiprofessional communication. Elements of project management support the structured planning and implementation of the research projects.
The assessment consists of writing a methods chapter for the research project developed in the seminar, in which methodological decisions are transparently justified and ethically reflected upon.

The module evidence-based health promotion and prevention consists of two seminars: the seminar evidence-based health promotion and prevention and a corresponding journal club in which topics of the seminar are discussed based upon scientific articles.
Evidence-based health promotion and prevention includes the following topics:
• Needs assessment
• Population and target group orientation
• Frameworks for developing evidence-based interventions (Intervention Mapping, PRECEDE/PROCEED)
• Frameworks for evaluating evidence quality (GRADE)
• Epidemiological and methodological foundations
• Evaluation approaches in primary prevention and health promotion
• Formative and summative evaluation (structure, process, outcome)
• Participatory research
• Complex evaluation designs for complex interventions
• Multilevel analyses

Learning Outcomes / Competencies:
Upon completion of the course, students will be able to:
• Critically assess and systematically apply evidence from public health research
• Evaluate and apply evidence across multiple levels and in the context of complex public health interventions
• Master the methodological foundations for developing and assessing systematic reviews
• Understand and apply protocols for the systematic development of evidence-based interventions in public health
• Understand different evaluation designs and methods, and assess their suitability, strengths, and limitations
• Apply systematic approaches to evaluate evidence quality
• Critically evaluate evaluation studies and their findings

An der Universität Bremen findet im Rahmen aktueller Projekte Forschung zu einer Vielzahl von Themen in der Prävention und Gesundheitsförderung statt. Viele dieser Projekte werden gemeinsam von wissenschaftlichem Personal, Promovierenden und Studierenden durchgeführt. In dieser Veranstaltung werden aktuelle Forschungsvorhaben vorgestellt und in der Durchführung begleitet - die Bandbreite reicht von Projekten von Masterstudierenden über Projekte im Rahmen von Promotionsvorhaben bis hin zu Forschungsverbünden.
Die Veranstaltung richtet sich vor allem an Studierende, die in der Abteilung Prävention und Gesundheitsförderung ihre Abschlussarbeiten erstellen, steht aber nach Absprache auch allen Studierenden im Bereich Public Health offen, die eine entsprechende Abschlussarbeit erstellen.
Die Prüfungsleistung erfolgt im Rahmen einer Präsentation in der Veranstaltung.

Das Seminar findet in Form einer Blockveranstaltung vom 27.-29.März 2026 in Präsenz statt.

Freitag, 27.03.2026, 16 – 20 Uhr
Samstag, 28.03.2026, 9 – 18 Uhr
Sonntag, 29.03.2026, 9 – 18 Uhr

Raumangaben folgen noch.

Es besteht aus einem Training der Fertigkeiten der Moderation (Einsatz von Medien und Materialien, Techniken der Moderation, Rhetorik etc.) sowie aus der praktischen Vorbereitung auf Moderierte Lehrdialoge – Kompetenzen, die sich auf Moderationskontexte in unterschiedlichen Praxisfeldern übertragen lassen.

Teilnehmer*innen wenden ihre erworbenen Fertigkeiten in moderierten Lehrdialogen an – ein am Fachbereich entwickeltes Modell, um einen direkten Austausch von Studierenden und Lehrenden zu ermöglichen. Das Ziel dieser Form der Evaluation ist es, den Dialog zwischen Lehrenden und Studierenden über wesentliche Aspekte der konkreten Lehrveranstaltung (Methoden, Inhalte, Erwartungen, Lehrenden- und Studierendenverhalten etc.) zu initiieren, Vereinbarungen zu entwickeln und festzuhalten – alles Fertigkeiten, die in der Ausbildung ausführlich besprochen und geübt werden. Parallel zur Durchführung der Lehrdialoge nehmen die Teilnehmer*innen an zwei Supervisions-/Praxisbegleitungssitzungen (an noch gemeinsam festzulegenden Terminen am Ende des Wintersemesters) teil, in welchen von Erfahrungen mit dem Lehrdialog berichtet und Hinweise und Tipps zur Verbesserung ausgetauscht werden.

Wenn Sie Studierende/r des FB 11 sind und an der Ausbildung teilnehmen möchten, können Sie sich ab sofort hierfür in StudIP eintragen: Moderierter Lehrdialog: WiSe 25_26

Folgende Regeln gelten für die Anmeldung:

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