public health phd finland

International Doctoral Programme in Epidemiology and Public Health, IPPE

Doctoral Defence of Maryam Hadji on April 12th, 2024

Two IPPE researches receive Tampere University graduation award stipends for a dissertation approved with distinction in 2022

Maryam Hadji, Young Epidemiologist of the Year 2023

Doctoral Defence of Anton Barchuk on June 9th, 2023

Doctoral Defence of Arti Singh on March 10th, 2023

Doctoral Defence of Indira Adhikari on December 9th, 2022

The Call for Applications 2023 has been published!

Doctoral Defence of Abdullah Alosaimi on August 31st

Doctoral Defence of John Njuma Libwea on Friday August 26th

Doctoral Defence of Mark Francis on Friday August 19th

Pekka Nuorti

Pekka Nuorti, MD, PhD is Professor of epidemiology and the Director of the  International Doctoral Programme in Epidemiology and Public Health (IPPE)   in the Health Sciences Unit . 

His expertise and research interests include epidemiology and prevention of infectious diseases, vaccine-preventable diseases, outbreak investigations, epidemiologic methods, evaluating prevention program impact, registry-based studies and developing evidence-based public health policy.

Project links

Research unit, research fields.

epidemiology and prevention of infectious diseases

vaccine-preventable diseases

evaluating prevention program impact

developing evidence-based public health policy

outbreak investigation and response

epidemiologic methods

registry-based studies

researcher training and capacity building

global health

Research career

Current positions: Professor of epidemiology and Director of the International Doctoral Program in Epidemiology in the Health Sciences Unit , Tampere University. P art-time Chief Physician with the Department of Health Security, Infectious Diseases and Vaccines Unit , Finnish Institute for Health and Welfare (THL) in Helsinki.

Before joining the faculty at Tampere University , he worked at the National Center for Immunization and Respiratory Diseases, U.S. Centers for Disease Control and Prevention (CDC) in Atlanta, GA. where his roles in research leadership and vaccine policy-development included serving as the CDC lead staff for the Pneumococcal Vaccines Workgroup of the Federal Advisory Committee on Immunization Practices (ACIP), U.S. National Surveillance of pneumococcal disease, and collaborating with academic investigators in designing and implementing a novel research agenda to evaluate the public health impact of pneumococcal conjugate vaccination program in the United States.

His professional experience in epidemiology, public health practice and global health includes Communicable Disease Control and Childhood Immunization Programs with the World Health Organization (WHO) in the Western Pacific Region, the Epidemic Intelligence Service (EIS) of the CDC and Preventive Medicine Residency at the California State Department of Health. At the Finnish National Public Health Institute his responsibilities have included a wide range of communicable disease surveillance, prevention and outbreak response activities.

His research fields and expertise include epidemiology and prevention of vaccine-preventable diseases, evaluating prevention program impact, outbreak investigation and response , registry-based studies and developing evidence-based public health policy. His  expertise in surveillance and epidemiology of vaccine-preventable diseases, immunization policy and global public health research training and capacity building is internationally recognized. He have served in several international scientific advisory boards, review panels and committees, including the CDC, the European Centre for Disease Prevention and Control (ECDC) and WHO.

Selected publications

Google Scholar:  

Selected publications:   

1. Wu W, Liu D, Nuorti JP, Li K, Xu D, Ye J, Zheng J, Cao L, Wang H. Deaths reported to national surveillance for adverse events following immunization in China, 2010-2015. Vaccine. 2019;37(9):1182-7. 

2. Polkowska A, Skoczyńska A, Paradowska-Stankiewicz I, Stefanoff P, Hryniewicz W, Kuch A, Lyytikäinen O, Nuorti JP. Pneumococcal meningitis before the introduction of 10-valent pneumococcal conjugate vaccine into the National Childhood Immunization Program in Poland. Vaccine. 2019;37(10):1365-73. 

3. Omore R, Khagayi S, Ogwel B, Onkoba R, Ochieng JB, Juma J, Munga S, Tabu C, Kibet S, Nuorti JP, Odhiambo F, Mwenda JM, Breiman RF, Parashar UD, Tate JE. Rates of hospitalization and death for all-cause and rotavirus acute gastroenteritis before rotavirus vaccine introduction in Kenya, 2010-2013. BMC Infect Dis. 2019;19(1):47-. 

4. Francis MR, Nuorti JP, Kompithra RZ, Larson H, Balraj V, Kang G, Mohan VR. Vaccination coverage and factors associated with routine childhood vaccination uptake in rural Vellore, southern India, 2017. Vaccine. 2019;37(23):3078-87. 

5. Räisänen PE, Soini H, Turtiainen P, Vasankari T, Ruutu P, Nuorti JP, Lyytikäinen O. Enhanced surveillance for tuberculosis among foreign-born persons, Finland, 2014-2016. BMC Public Health. 2018;18(1):610-. 

6. Polkowska A, Räsänen S, Al-Hello H, Bojang M, Lyytikäinen O, Nuorti JP, Jalava K. An outbreak of Norovirus infections associated with recreational lake water in Western Finland, 2014. Epidemiol Infect. 2018;146(5):544-50. 

7. Okasha O, Rinta-Kokko H, Palmu AA, Ruokokoski E, Jokinen J, Nuorti JP. Population-level impact of infant 10-valent pneumococcal conjugate vaccination on adult pneumonia hospitalisations in Finland. Thorax. 2018;73(3):262-9. 

8. Libwea JN, Kobela M, Ndombo PK, Syrjänen RK, Huhtala H, Fointama N, Koulla-Shiro S, Nohynek H, Nuorti JP, Palmu AA. The prevalence of otitis media in 2-3 year old Cameroonian children estimated by tympanometry. Int J Pediatr Otorhinolaryngol. 2018;115:181-7. 

9. Francis MR, Nohynek H, Larson H, Balraj V, Mohan VR, Kang G, Nuorti JP. Factors associated with routine childhood vaccine uptake and reasons for non-vaccination in India: 1998-2008. Vaccine. 2018;36(44):6559-66. 

10. Wu W, Liu D, Li K, Nuorti JP, Nohynek HM, Xu D, Ye J, Zheng J, Wang H. Post-marketing safety surveillance for inactivated and live-attenuated Japanese encephalitis vaccines in China, 2008-2013. Vaccine. 2017;35(29):3666-71. 

11. Polkowska A, Toropainen M, Ollgren J, Lyytikäinen O, Nuorti JP. Bacterial meningitis in Finland, 1995-2014: a population-based observational study. BMJ Open. 2017;7(5):e015080-e. 

12. Vo TH, Okasha O, Al-Hello H, Polkowska A, Räsänen S, Bojang M, Nuorti JP, Jalava K. An Outbreak of Norovirus Infections Among Lunch Customers at a Restaurant, Tampere, Finland, 2015. Food Environ Virol. 2016;8(3):174-9. 

13. Räisänen PE, Soini H, Vasankari T, Smit PW, Nuorti JP, Ollgren J, Ruutu P, Lyytikäinen O. Tuberculosis in immigrants in Finland, 1995-2013. Epidemiol Infect. 2016;144(2):425-33. 

14. Omore R, Tate JE, O'Reilly CE, Ayers T, Williamson J, Moke F, Schilling KA, Awuor AO, Jaron P, Ochieng JB, Oundo J, Parashar UD, Parsons MB, Bopp CC, Nasrin D, Farag TH, Kotloff KL, Nataro JP, Panchalingam S, Levine MM, Laserson KF, Nuorti JP, Mintz ED, Breiman RF. Epidemiology, Seasonality and Factors Associated with Rotavirus Infection among Children with Moderate-to-Severe Diarrhea in Rural Western Kenya, 2008-2012: The Global Enteric Multicenter Study (GEMS). PLoS One. 2016;11(8):e0160060-e. 

15. Omore R, Osawa F, Musia J, Rha B, Ismail A, Kiulia NM, Moke F, Vulule J, Wainaina AM, Tole J, Machoki SM, Nuorti JP, Breiman RF, Parashar UD, Montgomery JM, Tate JE. Intussusception Cases Among Children Admitted to Referral Hospitals in Kenya, 2002-2013: Implications for Monitoring Postlicensure Safety of Rotavirus Vaccines in Africa. J Pediatric Infect Dis Soc. 2016;5(4):465-9. 

16. Dugee O, Janchiv O, Jousilahti P, Sakhiya A, Palam E, Nuorti JP, Peltonen M. Adapting existing diabetes risk scores for an Asian population: a risk score for detecting undiagnosed diabetes in the Mongolian population. BMC Public Health. 2015;15:938-. 

17. Vo TH, Nguyen DV, Le LTK, Phan LT, Nuorti JP, Tran Minh NN. Applying standard epidemiological methods for investigating foodborne disease outbreak in resource-poor settings: lessons from Vietnam. J Food Prot. 2014;77(7):1229-31. 

18. Vo TH, Le NH, Cao TTD, Nuorti JP, Minh NNT. An outbreak of food-borne salmonellosis linked to a bread takeaway shop in Ben Tre City, Vietnam. Int J Infect Dis. 2014;26:128-31. 

19. Vo TH, Le NH, Nuorti JP, Phan LT, Tran Minh NN. A cluster of cholera among patients in a Vietnamese district hospital in 2010. J Infect Dev Ctries. 2013;7(12):910-3. 

You can find my publications in  SoleGris . 

Latest publications

Knowledge, risk perception and uptake of covid-19 vaccination among internally displaced persons in complex humanitarian emergency setting, northeast nigeria.

Research output : Contribution to journal › Article › Scientific › peer-review

Factors associated with COVID-19 vaccine confidence among primary care providers in Kazakhstan, March–April 2021

Factors associated with health-seeking patterns among internally displaced persons in complex humanitarian emergency, northeast nigeria: a cross-sectional study, qualitative insights into vaccine uptake of nursing staff in long-term care facilities in finland, effectiveness of 10 and 13-valent pneumococcal conjugate vaccines against invasive pneumococcal disease in european children: spidnet observational multicentre study, effectiveness of covid-19 digital proximity tracing app in finland.

Research output : Contribution to journal › Letter › Scientific › peer-review

Kansainvälinen terveystieteiden koulutus Tampereella

Research output : Chapter in Book/Report/Conference proceeding › Chapter › General public

Long-term population impact of infant 10-valent pneumococcal conjugate vaccination on invasive pneumococcal disease in adults in Finland

Population-based assessment of contact tracing operations for coronavirus disease 2019 in pirkanmaa hospital district, finland, serotype replacement after introduction of 10-valent and 13-valent pneumococcal conjugate vaccines in 10 countries, europe.

Tampere University and Tampere University of Applied Sciences (TAMK) constitute the Tampere Universities community. Our areas of priority in research and education are technology, health and society. Tampere University: +358 (0)294 5211 Tampere University of Applied Sciences : +358 (0)294 5222

Doctoral admissions

You can search for doctoral programmes on the application portal Studyinfo.fi , or you can contact the universities directly about the doctoral study and research options they offer. Check the application times and procedures, eligibility requirements and other details with the university you are interested in. The following links will take you to each university's Doctoral studies and research info pages.

• Aalto University
• University of Helsinki
• University of Eastern Finland
• University of Jyväskylä
• University of Lapland
• LUT University
• University of Oulu
• Hanken School of Economics
• University of the Arts Helsinki
• Tampere University
• University of Turku
• University of Vaasa
• Åbo Akademi University  

Doctoral / PhD funding opportunities

See the advice on doctoral level scholarships  to learn where you can search for doctoral level research funding. The universities may also offer paid doctoral and post-doc positions, see below.

Academic research positions and jobs

Announcements for doctoral and post-doc researcher positions at Finnish universities can also be found on academic recruitment sites like:

• Jobs in Finland / Academic
• Academicpositions.fi

Early career researcher info & advice

Information, advice and guidelines for early career researchers - compiled by the Finnish Union of University Researchers and Teachers (FUURT)

Scientific research in Finland

Research.fi is a service offered by the Ministry of Education and Culture where you can learn more about the Finnish science and innovation system and policy, and research conducted in Finland.

• Research.fi

Doctoral programmes in health sciences

• Department of Public Health
• Faculty of Medicine
• 1 - 50 out of 73 results
• Last Name (descending)

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Riitta Aejmelaeus

• Department of Public Health - Clinical Instructor

Person: U3 Research and teaching staff

Sanaz Akhavan Rad

• Department of Public Health - Doctoral Researcher
• Doctoral Programme in Population Health

Person: U1 Research and teaching staff, Doctoral Researcher

Asta Kristiina Antila

• Department of Public Health - University Instructor

Person: Doctoral Researcher, U2 Teaching and research staff

Pi Fagerlund

Heidi Furu, MD, PhD, Spec. in Occupational Health

• Clinicum - Title of Docent
• Doctoral Programme in Clinical Research - Supervisor for doctoral programme

Person: Extern

Jaakko Harkko

• Academic Disciplines of the Faculty of Social Sciences - Docent Contract
• Faculty Common Matters (Faculty of Social Sciences) - Title of Docent
• Department of Public Health - University Researcher
• Helsinki Inequality Initiative (INEQ)

Person: U3 Research and teaching staff, U2 Teaching and research staff

Jari Haukka

• Department of Public Health - Senior University Lecturer
• Doctoral Programme in Population Health - Supervisor for doctoral programme

Person: U3 Research and teaching staff, UH

Kauko Heikkilä

• Institute for Molecular Medicine Finland - Visiting scholar

Person: Visiting scholar, UH

Anna Maria Heikkinen

• Clinicum - Docent Contract, Title of Docent
• Doctoral Programme in Oral Sciences - Supervisor for doctoral programme

Person: Teaching and research personnel

Marja Heinonen-Guzejev, LT, työterveyshuollon erikoislääkäri, yliopistotutkija

Harri Hemilä

• Clinicum - Docent Contract
• Department of Public Health - Docent

Iiris Elina Hörhammer

Anu Maarit Hannele Joki

• Department of Public Health - Postdoctoral Researcher

Person: U2 Teaching and research staff

Minna Kaila

Jaakko Kaprio

• Institute for Molecular Medicine Finland - Research Director
• Centre of Excellence in Complex Disease Genetics
• Genetic Epidemiology
• Doctoral Programme Brain & Mind - Supervisor for doctoral programme

Person: UH , U4 Research and teaching staff

Sushmita Katuwal

Ari Heikki Ilmari Kaukiainen

Anna Keski-Rahkonen

• Department of Public Health - Professor

Mika Kivimäki

Person: U4 Research and teaching staff

Jaana-Maija Koivisto

• Department of Public Health - University Lecturer
• Doctoral Programme in Cognition, Learning, Instruction and Communication - Supervisor for doctoral programme

Anne Koponen

Aaron Mikko-Tapio Kortteenniemi

Karoliina Koskenvuo

Mikko Laaksonen

• Doctoral Programme in Social Sciences - Supervisor for doctoral programme

Rea Lagerstedt

Jouni Lahti

• Faculty Common Matters (Faculty of Medicine) - Title of Docent

Tuuli Lahti

Tuomo Laihiala

Tea Lallukka

Riikka Lämsä

• Department of Public Health - Research Coordinator, University Lecturer

Hang-mao Lee

Lasse Lehtonen

• Doctoral Programme in Drug Research - Supervisor for doctoral programme

Riikka-Leena Leskelä

Heta Aurora Lindblom

Person: Doctoral Researcher, U3 Research and teaching staff

Joni Lindbohm

• Department of Public Health - Assistant Professor
• HUS Neurocenter

Pirjo Lindfors

Pekka Louhiala

• Clinicum - Visiting scholar
• Teachers' Academy

Person: Visiting scholar, U3 Research and teaching staff, UH

Minna Kaarina Majuri

Maarit Malin

• Department of Public Health - Coordinator

Person: M4 Administrative staff, Doctoral Researcher

Helena Mussalo-Rauhamaa

Petri Näätänen

• Doctoral Programme in Clinical Research

Hilla Nordquist, Dosentti

Solja Nyberg

• Department of Public Health - Bioinformatician

Person: M5 Teaching and research support staff

Ville Päivärinne

• HUS Musculoskeletal and Plastic Surgery

Person: U2 Teaching and research staff, Teaching and research personnel

Aleksi Pajunen

Matti Palosaari

Jukka Antero Pappinen

Kristiina Marjatta Patja, Prof. MD Ph.D, medical specialist

• Helsinki Institute of Sustainability Science (HELSUS)

Juha Pekkanen

5 Public Health Courses Premeds Should Take

Epidemiology and health policy are among courses that can help help aspiring medical students become physician leaders.

Premeds Take 5 Public Health Courses

Getty Images

Studying health policy helps future doctors understand policies at local, national, and international levels, and teaches them to advocate for their patients.

As a premedical student, you can take public health courses that will allow you to better understand health at a population level. An understanding of public health can help you become a physician leader in the community.

The COVID-19 pandemic put a spotlight on the importance of public health . While not perfect, our local and national public health infrastructure allowed the public to understand the severity of the COVID-19 disease as well as create measures to protect the health of our communities.

While the COVID-19 pandemic highlighted the importance of public health, there are other diseases where doctors are called upon to promote population-level changes while taking care of patients.

Doctors serve as leaders in their communities by providing medical expertise and advocating for public health initiatives. They can translate their insights from patient care to create hospitalwide and communitywide policies to protect other individuals, and doctors who are trained in epidemiology and community health can study the transmission of the diseases. They can also spearhead community public health initiatives, including health education campaigns and community clinics, to expand access to medical care.

Dr. Rishi Mediratta graduated from Johns Hopkins University in Maryland with a bachelor’s in public health studies. That degree gave him a foundational understanding of global health issues, public health theories and statistics that enabled him to conduct research and create community health programs in Ethiopia focused on combatting child mortality.

"Throughout college and during my first gap year before medical school, I founded the Ethiopian Orphan Health Foundation, a nonprofit organization that provided community-based health care and education to 91 orphans near Gondar, Ethiopia," he says.

"I integrated lessons that I learned from my classes in epidemiology and public health to partner with community members to help orphaned children. For instance, I saw how Ethiopians bonded during traditional coffee ceremonies. I used coffee ceremonies to create a dialogue with the community about stigmatized child health topics.”

Mediratta then pursued a master’s of science in public health at the London School of Hygiene & Tropical Medicine as a British Marshall Scholar.

“Further public health studies showed me the various stakeholders involved in creating global health policies for newborns and children. I learned how health policies were created based on synergies from multiple perspectives. These insights were instrumental when I worked with policymakers at the World Bank and World Health Organization.”

Mediratta received his medical degree at Stanford University School of Medicine in California, where he continued to spearhead initiatives to improve population health, primary care and global health. Now he is a clinical associate professor of pediatrics at Stanford medical school and a faculty fellow at the Center for Innovation in Global Health.

These public health classes and topics will be helpful for premedic students :

• Biostatistics • Epidemiology • Health equity • Health policy • Community health and community-based classes

Biostatistics

Biostatistics is the application of statistics to life sciences, including public health. In a biostatics class, premeds learn quantitative and qualitative data collection methods as well as when to use different types of statistical analyses.

Premed students who take biostatistics will be able to better understand the role of evidence in public health research, policy and clinical practice, critically evaluate medical literature and tailor their treatment plans for patients based on rigorous scientific evidence, Mediratta says.

Epidemiology

Epidemiology is the study of diseases or disorders within groups of people and ways to prevent or control them. Premed students who take an epidemiology course will be able to understand the causes, prevalence and distribution of a disease in the community. Doctors who understand the epidemiology of a disease can help make informed decisions about prevention and treatment for their patients.

“Knowing epidemiology allows me to appreciate nuances in the distribution of clinical symptoms, risk factors, and diseases in populations," Mediratta says. "For example, I learned how newborns in low- and middle-income countries die from prematurity, complications from birth and sepsis. I developed and validated a Neonatal Mortality Score that predicts which newborns are likely to die when they are admitted to neonatal intensive care units in Ethiopia. I hope that one day, health care providers can use our research to more quickly identify newborns who are at risk of dying and provide them with monitoring and interventions that save their lives.”

Health Equity

Health equity courses teach premedical students about health care disparities – which vary by income, race/ethnicity, sexual orientation and disability status – and inequities within populations. These courses also give students ways to advocate for disadvantaged individuals and populations.

Premedical students can take a general health equity class or seminars focused on specific populations or health systems that incorporate health equity. “Doctors who are knowledgeable about health care disparities can advocate for equitable access to health care services," Mediratta says. "Through research, advocacy and community involvement, physicians can address the social determinants of health that contribute to health inequities.”

Health Policy

In a health policy class, premeds will learn about health care systems and the stakeholders influencing health care policies. Studying health policy helps future doctors understand policies at local, national, and international levels, and teaches them to advocate for their patients by supporting policies that promote better access to quality health care and decrease health care disparities.

Reflecting on his clinical practice, Mediratta says, “understanding the factors that influence health policies has allowed me to help my patients navigate our complex health care system, such as connecting patients to services covered by their medical insurance or accessing transportation services to and from hospitals.”

Community Health and Community-Based Classes

A community health course explores the multifaceted factors influencing health outcomes, including social determinants of health and environmental factors, and also examines public health interventions. Some courses include an experiential learning component so students can conduct projects that address community health needs.

Mediratta, for instance, taught an elective at Stanford University that allowed students to collaborate with community partners to creatively implement projects that address COVID-19-related challenges.

"One student produced a children’s book that combatted vaccine hesitancy and created read-aloud videos of the book. Even after the class ended, the student organized workshops in elementary schools to educate children about vaccine. Our class serves as a model for how universities can implement medical service-learning courses to empower students while simultaneously addressing the community’s needs.”

Taking public health courses during your premedical career will give you strong foundational knowledge to be a health care leader. As a doctor, you will be able to help your patients navigate through the challenges of health care systems, participate in policymaking that affects millions of individuals, and direct research projects that advance the health of our communities.

Medical School Application Mistakes

Tags: medical school , public health , graduate schools , education , students

About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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Cognitively Stimulating Jobs May Protect Against Dementia

People with a history of cognitively stimulating occupations during their 30s, 40s, 50s, and 60s had a lower risk of mild cognitive impairment (MCI) and dementia after age 70, according to a new study by researchers at Columbia University Mailman School of Public Health, The Robert N. Butler Columbia Aging Center , and the Norwegian Institute of Public Health. The findings highlight the importance of cognitive stimulation during midlife for maintaining cognitive function in old age.

The study is the first to fully advance the association between cognitively stimulating occupations and reduced risk for MCI and dementia with objective assessments rather than subjective evaluations. The results are published in Neurology .

“Our study highlights the importance of mentally challenging job tasks to maintain cognitive functioning in later life,” says Vegard Skirbekk , PhD, professor in the Heilbrunn Department of Population and Family Health  and the Columbia Aging Center , who initiated the project. First author Trine Holt Edwin from Oslo University Hospital, adds, “This study shows the importance of education and cognitively stimulating work life for cognitive health in older age.”

The researchers collected data from the Norwegian administrative registry and coupled it with occupational attributes of more than 300 jobs from the Occupational Information Network (O*NET) database17 of the U.S. Department of Labor, Employment & Training Administration. Routine task intensity (RTI) index was computed as a measure of occupational cognitive demands based on measures from O*NET. A lower RTI index indicates more cognitively demanding occupations. This research builds upon previous findings showing trajectories of occupational physical activity.

Group-based trajectory modeling identified four groups of distinct occupational cognitive demands according to the degree of routine tasks in p articipants’  occupations during their 30s, 40s, 50s and 60s. The researchers analyzed the link between these trajectory groups and clinically diagnosed MCI and dementia in participants in the HUNT4 70+ Study (2017-19). Additionally, the researchers accounted for important dementia risk factors such as age, gender, educational level, income, overall health, and lifestyle habits from assessments made in 1984-86 and 1995-97. 

Within age groupings, the researchers looked at such occupations as primary school teacher, salesperson, nurse and caregiver, office cleaner, civil engineer, and mechanic, among others.

After adjusting for age, sex, and education, the group with low occupational cognitive demands (the high RTI group) had a 37 percent higher risk of dementia compared to the group with high occupational cognitive demands.

“Education confounded most, but not all, of the association between occupational cognitive demands and MCI and dementia, suggesting that both education and occupational complexity matter for MCI and dementia risk,” says Edwin.

The findings advance the field in several ways, according to the authors. "First, occupational cognitive demands have often been assessed via retrospective, subjective evaluations. Additionally, our utilization of registry data on occupational histories strengthens the existing evidence,” says Yaakov Stern , PhD, in the Department of Neurology  at Columbia University Vagelos College of Physicians and Surgeons  and principal investigator of the project at Columbia.

“Overall, our study demonstrates that high occupational cognitive demands are related to lower risks of MCI and dementia in later life,” noted Skirbekk, indicating that both education and occupational cognitive demands play a crucial role in lowering the risk of later-life cognitive impairment. “However, we recommend the commissioning of further research to validate these findings to pinpoint the specific occupational cognitive demands that are most advantageous for maintaining cognitive health in old age.”

It is important to note that this study identifies associations rather than direct causation of dementia. Moreover, the study did not distinguish between different cognitive requirements within the same occupational category, nor did it consider the evolution of job responsibilities over the years. 

Co-authors are Asta Kristine Håberg, Ekaterina Zotcheva, Bernt Bratsberg, Astanand Jugessur, Bo Engdahl, Catherine Bowen, Geir Selbæk, Hans-Peter Kohler, Jennifer R. Harris, Sarah E. Tom, Steinar Krokstad, Teferi Mekonnen, and Bjørn Heine Strand.

The study was supported by a collaboration of the HUNT Research Centre (Faculty of Medicine and Health Sciences, Norwegian University of Science and Technology (NTNU)), Trøndelag County Council, Central Norway Regional Health Authority, the Norwegian Institute of Public Health, and the Cognitive Neuroscience Division, Department of Neurology, Columbia University Vagelos College of Physicians and Surgeons

Media Contact

Stephanie Berger, [email protected]

Related Information

Meet our team, vegard skirbekk, phd.

• Senior Researcher, Columbia Aging Center

Edward Briercheck, MD, PhD

Edward Briercheck earned his B.S. in Biology at the University of Toledo. He earned his MD and PhD at The Ohio State University where he joined Michael Caligiuri’s lab investigating mechanisms of human natural killer cell biology. He then did his internal medicine residency in the global health equity pathway Boston Medical Center. After residency he was Fulbright Scholar to Guatemala at the Instituto de Cancerología y Hospital Dr. Bernardo del Valle S (INCAN) where he worked on novel diagnostics for lymphoma as a member of the Global Health Equity Faculty Track at Brigham and Women’s Hospital and David Weinstock’s laboratory at the Dana Farber Cancer Institute. He then completed fellowship at University of Washington and Fred Hutch where he continued his collaborations with colleagues at INCAN in the laboratory of Edus Warren, studying Epstein-Barr Virus in NK/T-cell lymphoma.

As a Zhu Center Senior Fellow, Ed’s work focuses on implementing low-cost diagnostics and developing novel therapies with the potential to be deployed in diverse clinical settings. His current project aims to make precise cancer diagnostics accessible worldwide, especially in low- and middle-income countries (LMICs). Current diagnostic methods are expensive and technically demanding, limiting their use in under-resourced settings where cancer incidence is rising. By focusing on a cost-effective CLPA, the research aims to address the critical need for affordable diagnostic tools in these regions.

Voices of U of U Health

University of Utah Health

• U Health Plans

Environmental Refuges to Escape the Heat

University of Utah scientists recently participated in the Salt Lake County Health Department’s 2024 Climate & Health Symposium. Atmospheric scientist Daniel Mendoza, PhD, presented a case study about environmental refuges during summertime heat and elevated ozone levels. 



Mendoza and coauthors measured indoor and outdoor temperature and ozone levels at the Millcreek library, a building designated as a “cool zone” for the public to escape increasingly hostile environment extremes by climate change.

In the following Q&A, originally posted in @theU , Mendoza talks about his research and how cities can better protect vulnerable individuals.  

How are heat and health related?

In Utah, we’re very aware of air quality-related health concerns, but we’re not as aware of the dangers of extreme heat. As the climate changes we need to pay attention to elevated temperatures, not only during the day, but also the temperature at night.   

There’s lots of attention when we hit record highs, but they obviously happen during the middle of the day where there are many opportunities to seek refuge in venues with air conditioning. We’re generally at work or at school or can go to the store, for example, because these places are open when its hottest. High temperatures during the evening are more insidious—you’re very vulnerable to your environment while you’re sleeping, especially for children, the elderly, or people with chronic health issues. When it’s too hot at night, you’re not recovering at a cellular level. This can cause chronic health issues that for some, can lead to strokes, among other negative effects. We always see an uptick in heat-related illness in the ER during heat waves.

How will climate change impact our exposure to heat?

Not only are average temperatures rising, but our cities essentially generate this brick oven effect where there’s so much concrete, it absorbs the heat during the day and radiates it back out at night. We’re starting to see that there’s a disproportionate health impact of heat-related illness, in a similar manner as we’ve noticed for air quality. This urban heat effect has more impact on communities in the central downtown area or on the West side, places that are more built up and have less green space. Green space helps mitigate the urban heat effect because trees block sunlight from hitting the paved surface, and vegetated areas work like giant swamp coolers.

Heat waves don’t catch us unaware. They are events that we can predict and, given the right policies, we can minimize the impact on human health, particularly in the vulnerable individuals because those are the populations that really suffer the most because of a lack of proper shelter.

What is the Cool Zone program in Salt Lake County?

The Salt Lake County Division of Aging and Adult Services is trying to bring awareness and protection to individuals who are vulnerable to heat-related illnesses during heat waves. Within the county, all the libraries, rec centers and senior centers are designated locations where people can get relief from the heat. These places weren’t necessarily retrofitted to serve this purpose—they’re established community gathering spaces being used as heat relief centers. In our recent study, we wanted to look closely at the cool zones to assess whether they are useful and accessible and to provide recommendations based on our data. For example, many of these cool zones close around 2 or 3 pm, and those are the hottest times of the day, right? And some aren’t even open on weekends. How can we make cool zones, or better yet, environmental refuges, more effective?

Your study analyzed how cool zones blocked heat and ozone, a common air pollutant during the summer. Why did you focus on both heat and ozone?

Climate change exposes us to compounding environmental exposures. For example, rising temperatures and drought are correlated with bigger wildfires. Even if Utah avoids them, smoke from surrounding states funnel into the Wasatch Front. In the study, we asked, “Can cool zones protect individuals from heat and poor air quality? For this first paper, we focused on the Mill Creek Library’s ability to protect occupants from heat and ozone as the stand-in air pollutant because the campaign took place during the summer, which is when we see the highest levels of ozone. Ozone is dangerous because it basically causes a sunburn in your lungs that impacts respiratory and cardiovascular health.

We found that the Millcreek Library was cooler than outside, obviously because the temperature was regulated, but also reduced the exposure to ozone by almost 80% compared to the outside concentrations. So, being inside the building not only protected you from elevated temperatures, but also from poorer quality.

What are some policy recommendations, based on your findings?

We argue that we should increase the scope of these cool zones and consider them environmental refuges, to protect populations from ozone, wildfires, and dust events, which we’re seeing more often.

We should be thinking about how to make these centers more accessible, for example, keeping them open for longer hours to protect people during the hottest parts of the day. Now, nighttime is a completely different story. We could follow the “code blue” model extreme temperatures during the winter triggers the county to open emergency shelters to keep people from freezing overnight. Because ultimately, and looking at the issue very cynically, you can always bundle up some more and survive the cold, but there’s no way to cool off if you don’t have some help, such as mechanical air conditioning.

What are your next steps for improving environmental refuges?

We need to quantify refuge usage, and the reason for usage. Are people going there because they would normally go to the library or the senior center activities? Or are people making a conscious decision to protect themselves. A way to quantify this would be an active public health campaign which includes tracking some health statistics. For example, during a heat wave, the health department can run ads in the radio or organize events at the cool zones, to see if these efforts can increase usage of those locations. To quantify the campaign’s impact, we can see if there are fewer cases of ER visits due to heat related illness during that week because we see an increase in usage.

Daniel Mendoza, PhD, MS

Daniel Mendoza is a research assistant professor of Atmospheric Sciences at the University of Utah. Mendoza holds joint appointments as adjunct assistant professor of Internal Medicine, visiting assistant professor of City & Metropolitan Planning. He is co-director of the Consortium for Dark Sky Studies. Combining expertise in air pollution, health outcomes, and urban planning, Mendoza’s work aims to produce enactable scientific and policy solutions to address air quality concerns in a just, equitable manner. He received a PhD in Earth and Atmospheric sciences and an MS in Physics at Purdue University.  

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Master's Degree Programme in Public Health

The Master's Degree Programme in Public Health (MPH) is offered by the Institute of Public Health and Clinical Nutrition, in collaboration with the Department of Nursing Science. We educate experts for public health related fields and sectors in regional and global contexts. Our graduates work as epidemiologists, researchers, administrators, managers, field workers, health educators, and entrepreneurs around the world. The MPH is a 2-year programme of 120 ECTS credits. It is primarily contact teaching with elements of online learning.

We incorporate modern teaching methodologies according to the UEF's aims, which we are very proud of.  The MPH provides a strong foundation for understanding public health and related research, and, depending on the choice of track, issues of global health, public health nutrition, epidemiology, or health promotion in nursing science. Global health is the way of the future, and here at UEF we are at the centre of creating solutions for it.

For instructions on  how to apply and a direct link to the application form on Studyinfo, please scroll down . The application period opens on 3 January 2024 and closes on 17 January 2024.

Key information

• The programme admits 25 students annually
• Programme duration: 2 years full-time (120 ECTS credits)
• Degree: M.Sc. (Health Sciences)

Epidemiology

Public Health Nutrition

Globe, Culture and Public Health

Health Promotion in Nursing Science

• Language of instruction: English
• Campus: Kuopio
• Programme starts annually in September

The Institute of Public Health and Clinical Nutrition offers training in Public Health in English. Our internationally recognised Master's Degree Programme in Public Health (MPH), which has been running since 1993, is at the forefront of integrating the global dimensions of public health. Our educational atmosphere is characterised by interaction between Finnish and international students from different educational and cultural backgrounds. 

Students on the MPH programme first take the core public health studies, after which they can choose to specialise in any of the four options: Epidemiology; Public Health Nutrition; Globe, Culture and Public Health; or Health Promotion in Nursing science. Each track comprises 20 ECTS of compulsory track-specific courses and a subject-related Master's thesis. To contribute to the wider community, we examine health-related issues from social, cultural and global aspects. Students are trained in areas such as: public health, health promotion, epidemiology, nutrition, community medicine, health policy, health economics, occupational health, and environmental health.

Our programme attracted the highest number of applicants in the 2024 application round. Read more.

Structure of studies

We use student-centred teaching methods, and the teaching includes both class-room teaching and online elements. In the class-room students will benefit from the interactive sessions with fellow students and teachers with a multicultural background. Online assignments are designed to help gain a deeper understanding and apply their knowledge. Different assignments also provide training in scientific writing. Studying includes both group work and independent learning.

The curriculum includes both compulsory and elective studies. To plan the track-specific and elective courses, each student creates a personal study plan. This also helps with scheduling and adjusting the work-load over the two-year studies on campus. In their study plans, students can choose courses from a wide selection, including those offered by other departments, university networks (e.g. UNIPID, Finnish University Partnership for International Development) and UEF Summer Schools. The courses offered by the university library and language centre help students improve their general academic skills. An elective internship can also be included in the study plan.

Curriculum of the MSc Degree Programme in Public Health 2023-2025

Common module 60 ECTS

4455010 Orientation to MPH studies 8031003 University Study Skills Finnish language and/or international studies TL00DF19 Foundations of Public Health 4455908 Global and Local Public Health Issues TL00DF08 Introduction to Health Promotion 8020310 Information Skills and Sources in Health Sciences for International Students 4455053 Epidemiology I 4455041 Evidence Based Health Care TL00BN76 Research in Public Health 4455300 Research Seminar Series TL00BN57 Qualitative Research 4455057 Biostatistics I TL00BN80 Systematic Review and Meta-Analysis TL00DE53 Principles of Nutrition 4455035 Introduction to Health Policy and Management 4455407 Advanced Health Policy 4455609 Health Economics and Public Health TL00DF23 Cost-Effectiveness Analysis in Public Health and Medicine TL00BN58 Ethics and Health 4455700 Occupational Health

Track I Globe, Culture and Public Health (20 ECTS)

TL00BN59 Health, Culture and Society TL00BN60 Arts and Health 4455302 Public Health in Humanitarian Crises TL00BN61 Public Health and Vulnerable Groups Either one of the following two courses TL00DF22 Public Health Challenges in Asia TL00CK88 Post-Soviet Public Health

Track II Epidemiology (20 ECTS)

TL00BN62 Epidemiology II 4455042 Nutritional Epidemiology TL00DE77 Current Trends in Epidemiology TL00BN63 Clinical epidemiology TL00BN64 Advanced Topics in Epidemiology 4455202 Biostatistics II Track III Public Health Nutrition (20 ECTS)

TL00BV76 Nutrition in Life Cycle TL00BV79 Public Health Nutrition 4455405 Food and Nutrition Programs and Policies 4455606 Food and Culture 4455042 Nutritional Epidemiology Track IV Health Promotion in Nursing Science (20 ECTS) TH00DI74 Community Based Health Promotion      TH00DJ04 Health Impact Assessment          4311006 Patient Safety                 4318001 Evaluation of Nursing Knowledge in Nursing Science      4318005 Values and Knowledge Basis in Nursing Science Electives 10 ECTS (Minimum) Thesis (appropriate to the track) 30 ECTS Total 120 ECTS

Globe, Culture and Public Health is one of the four specific tracks in the UEF's Master's Degree Programme in Public Health. It could actually be called Global and Public Health Programme in itself, since the aim of the track is to explore public health in a very broad context. Students will learn to identify health threats from both local, regional, and global perspectives. Health inequalities across the world are specifically highlighted. One part of this mission is to study social and economic forces that shape human health and behavior together with, and beyond, biological factors. Students are also expected to gain understanding of various cultural aspects of public health. It is emphasized how human life is inherently embedded in culture. Public health, and health services as part of it, greatly depend not only on socioeconomic realities, but also on what is taking place in the overall cultural setting. Special emphasis is put on vulnerable populations, humanitarian crises, and global health development, especially in the light of the Sustainable Development Goals (SDGs) as outlined by the United Nations. Pandemics is naturally one of the topics in the track. Environmental health is yet another core theme, not forgetting the enormous public health challenges that climate change is creating for all of us. The overall aim of this track is to develop appropriate attitudes and create essential global health knowledge base for students. This in turn would help young public health professionals to engage in the worldwide efforts to tackle public health challenges in the rapidly developing world.

The aim of this track is to provide expertise in reading research reports, carrying out epidemiological analyses, and producing scientific evidence in all areas requiring quantitative methodology. Possible future employers include universities, research organisations and institutions, international health organisations, administrative bodies and the private sector.  

The track focuses on developing a sound basis for understanding current epidemiologic research. A broad view of the different branches of epidemiology and emerging trends are emphasized. In addition to offering a major tool for successful public health work, epidemiology is the key to approaching complex health related issues in general.  

The aim of the track is to provide expertise for working on public health nutrition-related research, development and projects. Possible future employers include administrative bodies, organisations, industry, schools and research institutions. Public Health Nutrition is closely related to public health and clinical nutrition, which are among the major subjects taught at the university. Public Health Nutrition focuses on the promotion of good health and the maintenance of well-being through nutrition among the whole population. The prevention of dietary-related illnesses is also emphasised. Students will learn how nutrition promotes well-being in different life stages, and how it affects the risk of chronic diseases, how to plan public health nutrition interventions, and how food and nutrition policies affect food environment and consumption, among other things.

The aim of the Health Promotion in Nursing Science track is to provide students with academic competence, and critical evaluation skills, ethical consideration in nursing research in health promotion, and the ability to apply research findings to nursing science, participate in the multidisciplinary national and international research projects, employ evidence-based practice and pursue doctorate-level studies.  

This track focuses on the topical questions, theories and practices of health promotion from a nursing science perspective. It leads students to deepen their knowledge about health promotion practices in nursing science, its impact on community care and patient care, and developing health promotion and health service environments. This track is offered by the Department of Nursing Science.  

The Master's thesis (30 ECTS) is completed in the chosen track (Epidemiology; Public Health Nutrition; Globe, Culture and Public Health; or Health Promotion in Nursing science). Students will learn to apply the basics of research, and how to be analytical. We offer courses that train students for research throughout their studies in the Master's programme. Students will prepare their thesis under the supervision of teachers and researchers at the Institute of Public Health and Clinical Nutrition and the Department of Nursing Science.

Instructions

Students of the MPH programme follow instructions and guidelines of the University of Eastern Finland and the Faculty of Health Sciences. Please visit our student handbook KAMU .

Counselling and guidance

MPH students will have a personal study plan counselling with programme coordinator once a year, in the autumn semester. Students get information on courses from course coordinators and teachers throughout their studies. Responsible teachers of each track guide students on track contents and aims. Master's thesis work begins in the end of the first year and that is instructed by thesis supervisors.

How to apply?

Admission requirements.

You should hold at least a Bachelor 's or equivalent degree in an applicable field to be eligible to apply. Applicable fields include public health, medicine, dentistry and nutrition. Pharmacy, psychology, nursing, midwifery, veterinary medicine, environmental sciences, applied engineering when it links to health, as well as applicable social sciences may also be considered eligible fields.  A Bachelor's degree corresponds to at least three years fulltime academic studies (equivalent to 180 ECTS credit units in the Finnish university system) and the degree should have been obtained at an internationally recognized and accredited science university or equivalent higher education institution. This does not include Bachelor's degrees from Universities of applied sciences or Polytechnics (such as Finnish amk-degrees). You can apply if you are due to complete your Bachelor's degree by July 2024.

Language requirements

You must demonstrate excellent skills of English language. English language proficiency can be proven with official Test of English as a Foreign Language (TOEFL), International English Language Testing Service (IELTS), CAE/CPE (Cambridge Advanced/Proficiency Examination) Pearson Test of English (PTE) test score report or National Certificate of Language Proficiency (YKI) -test:

· IELTS (Academic): overall 6.5 (min. 6.0 in writing)

· TOEFL iBT: 92 (min. 22 in writing) **

· PTE (Pearson Test of English, academic): 62 and 54 in writing

· Cambridge English Qualification:

C1 Advanced (Certificate of Advanced English) overall score of 180 with min 162 in writing

C2 Proficiency (Certificate of Proficiency in English) overall score of 180 with min 162 in writing

• National Certificate of Language Proficiency (YKI) -test: level 5 in the reading comprehension, writing and speaking subtests; website https://www.oph.fi/en/national-certificates-language-proficiency-yki

**TOEFL code of the University of Eastern Finland is 9779.

Online studies or studies completed on offshore campuses outside the accepted countries cannot be used to indicate language skills, even if the degree-awarding institution is located in one of the accepted countries. You can only indicate the language skills with an incomplete degree if you are applying for the studies with the same degree.

The language test certificates are valid for two years from the day they are issued and they have to be valid during the application period. If the result of the language test is below the required minimum, the application will not be considered for the admission. No other means for proving language proficiency than the ones listed in the admission requirements will be accepted. No waivers to the language proficiency requirements are given.

You will be exempt from submitting the official language proficiency test if:

• Passed English exam in Matriculation Examination in Finland  
• Previous education or higher education has been completed in English in EU/EEA -countries, the United States, Canada, the United Kingdom, Australia, New Zealand or in Switzerland.  
• Bachelor's, Master's or Doctoral degree was conducted in English language in our cooperation universities University of Ghana or KNUST (Kwame Nkrumah University of Science and Technology) in Ghana.

* EU countries : Austria, Belgium, Bulgaria, Croatia, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain and Sweden. EEA countries : Iceland, Liechtenstein and Norway.

• Letter of motivation

Letter of Motivation (ca. 600 words written in English) stating why you are interested in public health and what are your future research ideas.

Curriculum Vitae

Curriculum Vitae (CV) stating how your previous education and experience supports the Master's studies.

• Research experience and publications

In this document, you will describe your involvement and role in research projects (max. 500 words) and list all your research.

Application process

The 2024 application period is open from 3 January 2024 to 17 January 2024. The application is completed and submitted online. The online application is only open during the application period. The application process begins by entering your basic information at the studyinfo.fi portal. Application documents must be submitted by the given deadline.

UEF verifies the applicants' language skills according to the programme specific requirements and processes their educational certificates. This includes verifying the authenticity of the educational documents as well as credential evaluation. Applicants will receive an email notification after the documents have been processed by UEF.

To learn more about the application process and the required documents, please visit studyinfo.fi . Please also note possible country-specific document requirements .

Application checklist

The application should consist of the following:

• Official scanned copies of degree and graduation certificates in their original language
• Official translations of degree and graduation certificates
• Official certified transcript of records in their original language
• Official translations of transcript of records
• Proof of English language proficiency
• Curriculum vitae
• Copy of the identification page of your passport or national ID

All documents must be original. All translations must be officially certified and accompanied by copies of the original documents. Incomplete applications will not be processed, nor will applications received by email or fax. Applications will not be considered unless the documents requested are received in English or Finnish. The official English language test report must be valid during the application period.

In addition to the standard document requirements, there are specific requirements in place for educational documents from certain countries. Please check if there are any country-specific requirements for the country where your degree was awarded and then follow the instructions. The country-specific requirements must be followed first and foremost, before any regular requirements for attesting documents.

Student selection

Selection results will be published on 12 April 2024 at the latest. The applicants must accept the offered study place by 11 July 2024. The results will be sent to the applicants only by email.

Tuition fees and waivers

Students who are not citizens of an EU/EEA member state (list of countries below) are liable to pay the tuition fee of 8000 euros per academic year. For details about exemptions please visit Studyinfo .

University of Eastern Finland offers scholarships for non-EU/EEA students. Non EU/EEA students in Public Health programme are all granted a scholarship in the form of a partial tuition fee waiver. The scholarship covers 50 percent of the tuition fee (4000 euros). The University of Eastern Finland will also grant an Early Bird tuition fee deduction of 500 € to students who accept the study place and pay the tuition fees by 3 May 2024.

Scholarships are awarded for two academic years with the stipulation that the student must have completed 55 ECTS credits per academic year. The Academic Rector may award a discretionary scholarship for the second academic year to those students who sought but were not successful in receiving a scholarship for their first year. The prerequisite number of study credits relating to the progress of students in their first academic year is also applied to discretionary scholarships.

There is no separate application for scholarship. All applicants need to complete the Student Application Form. Those applicants who are applying for a scholarship need to additionally complete the Application for Scholarship, which can be found at the end of the Student Application Form. The decision about the scholarship is made in conjunction with student admission, and the student is notified of the outcome in the letter of acceptance. This scholarship does not cover living costs. Students are expected to cover all living expenses (app. 800 euros per month) and other study related costs from their own financial resources.

In the academic year 2024-2025, we grant an extra Finland scholarship (Suomi-stipendi) for the two best applicants who are required to pay the tuition fee and who have been chosen for the studies based on their success in the admission process (applicants with the highest points). The Finland scholarship consists of a full (100 %) tuition waiver and 5 000 € for living expenses. The scholarship only applies to the first year of Master’s studies, and the tuition waiver for the second year is 50 %.

Other mandatory fee: Membership of the Student Union. Further information is available on the website of the Student Union .

• EU countries: Austria, Belgium, Bulgaria, Croatia, Cyprus, the Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, the Netherlands, Poland, Portugal, Romania, Slovakia, Slovenia, Spain and Sweden.
• EEA countries: Iceland, Liechtenstein and Norway.
• Switzerland (non EU/EEA).

Application period 2024

Our application period is open from 3 January 2024 to 17 January 2024. The application is completed and submitted online.

Apply via Studyinfo

Studyinfo.fi is the official national admissions portal with all the up-to-date information about study programmes leading to a degree in Finland.

Public Health, Master of Health Sciences

Apply via studyinfo.fi.

Finland Scholarship

UEF will grant a Finland Scholarship for the best two applicants in each Master's degree programme. The scholarship includes a 100% tuition waiver and a € 5 000 relocation grant.

Student and alumni stories

Learn more about studying at the UEF, our university and its campuses, and life in Finland!

Need for change led to an international career in public health

A student exchange in Kuopio changed the course of Noël Barengo’s career. What was meant to be a temporary visit turned into three university degrees and a passion for public health.

Dreams coming true in Finland: Story of Saima Thakur

UEF has been a transformative experience for Saima Thakur, a Master's in Public Health student from Bangladesh, offering unwavering support, a picturesque campus, and diverse research opportunities.

Roots in Finland: Story of Laura Inglin

The interdisciplinary nature of the University of Eastern Finland’s programme caught her eye – and eventually got her to where she is now.

Focusing on research: Story of Fuh Suh

Having been born and raised in a country fighting a variety of health problems and in dire need of medical professionals, healthcare was the preferred career choice for Fuh on finishing high school.

Alumni story: Dr Emma Kwegyir-Afful

Dr Emma Kwegyir-Afful completed Doctor of Health Sciences in (Public Health) in 2018 and International Master's Degree Programme in Public Health in 2013.

Seeking to make a positive contribution in public health

”As much as I can recall, I have had a passion for public health. I want to have a voice in public health issues particularly in maternal and child health, which is still a developing area in Ghana,” says Theresa Opata Owusu-Serchire.

Towards PhD studies in Public Health: Story of Jannatul Ferdous Shoshi

Jannatul Ferdous Shoshi, a second-year Master’s student in Public Health at UEF, shares her experience studying at UEF. Jannatul discusses why she decided to apply to UEF, her favorite thing about studying, her most memorable moment in Finland, and more.

New student orientation

Essential information for a new student can be found in the Kamu student handbook.

Smart Start Guide

Programme specific materials for new students are compiled in Smart Starts.

Life in Finland

Learn more about life in Finland and our campus cities.

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Latest news and greetings from our study programme in our facebook page., sign up for newsletter, interested in studying at uef click here and subscibe to our newsletter about the programme you are interested in..

Annika Männikkö

Coordinator.

Institute of Public Health and Clinical Nutrition, School of Medicine, Faculty of Health Sciences

annika.​mannikko​@uef.fi

+358403552919

Teaching Coordinator

mari.​aalto​@uef.fi

+358400406138

Maliheh Nekouei Marvi Langari

University teacher.

Department of Nursing Science, Faculty of Health Sciences

maliheh.​nekouei​@uef.fi

+358504351473

Arja Lyytinen

Senior university lecturer.

arja.​lyytinen​@uef.fi

+358403552918

Hannele Turunen

hannele.​turunen​@uef.fi

+358403552629

Tomi-Pekka Tuomainen

tomi-​pekka.​tuomainen​@uef.fi

+358403552956

Sohaib Khan

University lecturer.

sohaib.​khan​@uef.fi

+358403553735

Javkhlanbayar Dorjdagva

javkhlanbayar.​dorjdagva​@uef.fi

+358504761958

Jyrki Virtanen

Associate professor.

jyrki.​virtanen​@uef.fi

+358403552957

Jussi Kauhanen

jussi.​kauhanen​@uef.fi

+358405525104

Faculty and units

Faculty of Health Sciences

Institute of Public Health and Clinical Nutrition

Department of Nursing Science

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Gender, Data & Equity: Expert Conversations With Dr. Joel Wong

Department & Center Events 

Department & Center Events

Join us for a fireside chat about masculinity and gender equity  with guest, Dr. Joel Wong!

Moderator: Michelle R. Kaufman, PhD, Director, Gender Equity Unit at the Johns Hopkins Bloomberg School of Public Health.

Register here: https://jh.zoom.us/meeting/register/tJYvc-6pqD8jGNYL8FHgVMoz-JOj0dbKYyRp

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