Advanced Modules

Advanced Modules deepen the knowledge on selected topics and build the students' specialisation. Students pursuing the MSc degree programme may choose from modules offered by Charité (minimum 10 ECTS credit points) and from 90 modules offered by all other tropEd institutions.

Students in the diploma programmes complete a pre-determined set of Advanced Modules.

You are here:

See below for a list of Advanced Modules offered at Charité each year

For all Advanced Modules, the application deadline is two weeks before the start of the course. Seats are given at a first come, first serve basis. Late applications may be considered if seats are available. Module-specific eligibility criteria apply!

Health Economics and Economic Analysis (February 4-15, 2019)

(Information from the tropEd-website will appear here shortly!)

Parasitology in International Health (February 18-22, 2019)

(Information from the tropEd-website will appear here shortly!)

Advanced Statistical Methods in Epidemiology (March 25 - April 12, 2019)


At the end of the module, students will be able to:

  • Appraise the different alternative explanations to causality, and propose ways to address them; evaluate the presence of effect modification, and propose ways to interpret and report it.
  • Appraise the role of multivariable regression techniques to predict an outcome depending on several exposure variables, to assess interaction and control confounding
  • Appraise why data from matched case control studies and from cluster surveys require special analysis techniques and demonstrate how to use them
  • Propose an appropriate modelling strategy to select variables, identify interaction and linear trends, and relate results from multivariable analysis to those from table-based techniques
  • Appraise how results from regression analysis are presented and discussed in the scientific literature.
  • Perform multivariable linear and (unconditional and conditional) logistic regression analyses using the statistical software package STATA, and interpret their results.



  • Review: Measures of disease frequency and strength of association; inference; study designs; causality and its alternatives: random error, bias, confounding (inflation and masking), reverse causality; interaction (synergistic and antagonistic); data management with STATA; stratified analysis with STATA.
  • Analysis of cluster survey data
  • Simple and multivariable linear regression
  • Matching in case-control studies, analysis of matched data
  • Unconditional and conditional logistic regression
  • Model selection and variable selection
  • Role of regression techniques in data analysis
  • Role of regression techniques in scientific publications
  • Outlook on further regression methods (regression models for count data, regression models for survival time data)

NB: The focus of the module is on linear, and even more on logistic regression.



  • Participants are required to have solid knowledge in epidemiology and biostatistics (including confounding, interaction, and stratified analysis), and should be interested in theory and practice of epidemiology.
  • If not a native speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories).
  • tropEd students need to provide proof of registration as tropEd student at their home institution only.



  • 1,125.00 EUR for tropEd MScIH students and alumni
  • 1.687,50 EUR for all others
  • Possibly 50 to 200 EUR for STATA licence or laptop rent

Biomedical Manuscript Writing and Literature Review (May 6-10, 2019)

This module aims at training students in scientific writing and biomedical publishing. At the end of the module the student should be able to:

  • demonstrate how to review the literature (how to identify and critically appraise relevant articles)
  • demonstrate how to avoid plagiarism
  • appropriately summarize, paraphrase and reference research content


The module is designed to equip students with knowledge about the basics of biomedical manuscript writing, to enable them with the practical skills to review the literature and to train them how to avoid scientific misconduct. Students are requested to bring their own research question.
Theoretical part (Day 1-5):


1. Systematic literature review

  • Definition of research question/eligibility criteria
  • Development of search strategy
  • Title/abstract/full text screening
  • Data extraction/quality assessment
  • Synthesis of results/meta-analysis

2. Scientific misconduct

  • Forms of scientific misconduct (fabrication, falsification, plagiarism, …)
  • Motivation to commit scientific misconduct
  • Responsibility (author, institutions, journals)

3. Scientific writing

  • How to avoid plagiarism, fabrication and falsification?
  • Paraphrasing, Summarizing, Referencing
  • Style
  • Good and bad practice examples

4. Critical appraisal

  • Guidelines to strengthen the reporting (STROBE, PRISMA, CONSORT, …)
  • Checklists for different study designs

5. Biomedical publishing

  • Journal landscape and selection
  • Publication impact assessment (Impact factors, H-index)
  • Authorship
  • Submission/review process



  • Successful completion of the core course.
  • English TOEFL test 550 or 213 computer-based or 79/80 internet-based or IELTS band 6.0.
  • The students are requested to install the reference manager software “Endnote” on their private notebooks and to watch the “Pubmed” and “Mesh terms” tutorials on “” website.
  • In addition, they need to select a research topic and define a research question before the start of the course (this will be communicated to the students in detail when they receive confirmation of participation)



  • 500.00 € TropEd MScIH students and alumni
  • 625.00 € DIPH and DTMPH alumni
  • 750.00 € Other students (e.g. short course students)

Community Oriented Primary Care (May 13 - 24, 2019)


At the end of the module the student should be able to:

  1. Propose an intervention/ programme/ service for a common health problem, disease or condition for a community health team
  2. Discuss and debate interventions/ programmes/ services rendered by a community health team for common health problems, diseases or conditions
  3. Explain the principles of Community Oriented Primary Care (COPC)
  4. Describe the role and function of a community health team (“outreach team”)


Content: (hours of duration in parentheses)

  • Introduction, Expectations & Course outline (1slot)
  • History of COPC (1). The origins of Community Oriented Primary Care (COPC) with an emphasis on South Africa; How COPC evolved in other parts of the world; Influence of COPC on PHC/Alma Ata; The development of Community Health Worker (CHW) programmes and COPC in recent years
  • The health team (HT) (4). The composition of a HT (“outreach team”); Definitions of “community”; the role of a HT in the health system and the community; the role and mandate of the members of the HT;
  • Implementation of COPC (2). 10 steps of implementing COPC (based on the South African experience)
  • Principles of COPC (Marcus, 2013) - Information (3). The role of information about (i) the community (e.g. local demographic differences and implications on health services), (ii) the household (i.e. socioeconomic context and risk factors at household level) and (iii) the individuals (i.e. individual demographic and health related information and risk factors) in order to provide services that are equitable, comprehensive, information/evidence based and person centered; Information management (e.g. data collection; e-/m-health solutions in COPC; access to information; confidentiality; data safety; personalised and aggregated data); M&E; reporting.
  • Principles of COPC - Equity (1) Definitions of Equality and Equity (Whitehead, 1992); Health disparity (referring to the concept of social determinants of health)
  • Principles of COPC - Comprehensive Care (3). The spectrum of health care from promotion, prevention, treatment and care, rehabilitation and palliation; prevention concepts (primary, secondary, tertiary); screening strategies (opportunistic/ systematic); high risk based (individual) prevention and population based prevention (Rose, 1985);
  • Principles of COPC – Practice with Science (2). Emphasising principles of diagnostic & screening research (Sackett & Haynes, 2002); limits of diagnostics & screening; the role of research in COPC; “big data”-approach (Krumholz, 2014)
  • Principles of COPC - Person centered care (1). Opportunities and limitations of personalised care (evidence/algorithm based care); Person centered care (holistic approach) (Ekman et al. 2011)
  • The household assessment (2). Definition of “household”. Opportunities and challenges assessing common variables of a household (e.g. composition; dependency; relation of members; “vulnerability”; headship; dwelling type, access to water/ electricity/ sanitation etc.; exposure to air/ water/ land/ pest/ noise pollution; income etc.)
  • Health status assessment and community based interventions (total 21): The potential of COPC, especially when combined with e-/m-health solutions is not yet uncovered in most health systems. One of many reasons is that COPC differs conceptually from the “traditional” (facility based) approach in health care: COPC is focussed on health (instead of disease), health promotion and prevention (instead of treatment) and it pro-actively approaches people in their communities and homes (instead of providing demand driven services in a health facility). Thus the challenges as well as the opportunities of a health team dealing with common health problems, disease or conditions in the community/ the home of the person differ from the ones health professionals face in a clinic or hospital setting. The sessions in this block will introduce to programmes/ interventions/ services a HT could offer addressing nine common fields (see below). A few specific health problems, disease or conditions in each will be chosen for deeper learning: Through interactive lectures and guided small group work the students will develop and debate programmes/ interventions/ services a HT could provide for the selected health problems, disease or conditions taking the role and function of a health team and the principles of COPC into consideration:
  • General Health & Lifestyle (2): Functionality, sensory, body mass, nutrition, exercising, smoking etc.
  • Child health (3): Child development, infant feeding, Vitamin A, immunization, deworming
  • HIV (2): Education, prevention/ community based testing, treatment support, “90-90-90” strategy
  • TB (2): Education, prevention/ community based screening, treatment support, “90-90-90” strategy
  • Reproductive Health (3): Ante-, post- and neonatal care, sexual health/STI, “men’s health”, contraception use, family planning, adolescent health
  • Chronic/ Non-communicable diseases (3): Education, prevention/screening, “5C” approach (clinical symptoms, control and monitoring of disease, care and treatment, compliance to treatment, complications) concept; examples: art. hypertension, diabetes mellitus, chronic lung diseases etc.
  • Mental health (3): Education/ prevention/ screening, examples: dementia, depression, psychiatric disorders
  • Cancer (2): Examples: cervix, breast, prostate, colon cancer
  • Physical & Sexual assault (1): Education, prevention/screening
  • Group work (total 13):Introduction of the topic (1 slot) The session includes the formation of the groups and the decision about the topic/ setting each group will work on. The students will receive a checklist about what is expected to be covered in the proposal/ presentation and how it will be evaluated. Practice (12 slots) The groups will work independently but under the supervision/ facilitation of the module coordinator.
  • Exam (2): Written exam
  • Presentation (3): The groups will present their work to their peers, and the two examiners.
  • Reflection & Closeout (1): Reflections; Closeout
  • Self-directed learning (30): Students are expected to reinforce learning contents through self-directed learning (e.g. reading, discussions etc.)



  • Successful completion of the core course (basic knowledge about PHC and health systems in LMIC, good understanding of primary care principles, good understanding of common health problems in LMIC, ability to critically review and appraise literature/ guidelines, basic project management and planning skills).
  • No further or specific subject areas have to be completed before the module can be started.
  • If not a native English speaker: Internationally recognised English proficiency certificate equivalent to a TOEFL score of 550 paper/213 internet/80 online, or IELTS score 6, or DAAD (A or B in all categories).
  • TropEd students need to provide proof of registration as tropEd student at their home institution only.



  • 750.00 € TropEd MScIH students and alumni
  • 937.50 € DIPH and DTMPH alumni
  • 1125.00 € all others

Application form for advanced modules

Application for the 2019 advanced modules are now open. DTMPH and DIPH participants do not need to apply for the courses entailed in the diploma programmes.