public health
Research Topic
Language: English
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Research problems linked to this topic
- Patient safety remains a critical issue in health care.
- Osteoporosis is a major public health concern.
- Violence against women (VAW) is a vast public health problem in Latin America.
- Overweight is increasing in the adolescent population and became a public health problem in the world.
- Smoking cessation is a major public health issue.
- Stunting cases in infants in Indonesia continue to be a maternal and child health problem.
- The accumulating effects of human development are threatening water quality and availability.
- The increase in work-related health problems is a cause of concern for researchers worldwide.
- Good access to health facilities providing good first-level health care remains problematic in many developing countries.
- Increasing life expectancy and years of life without disease is one of the most important issues in health.
- Although public health physicians have shown interest in ethical dilemmas relating to specific problems within the specialty, few have addressed the central ethical dilemma in public health, namely the conflict between the rights of the individual and the responsibilities of society for all its members.
- Hearing loss is one of the biggest health problems in the world and occupational noise-induced hearing loss is recognized as the most common work-related illness.
- Unique challenges posed by complex public health emergencies have often called for institutions, responsible for restoring health, well-being, and order among affected populations, to realign their operating procedures and work in concordance with each other.
- In the United Republic of Tanzania, as in many regions of Sub-Saharan Africa, staff shortages in the healthcare system are a persistent problem, particularly in rural areas.
- What is the impact of long COVID on transport accessibility?
- What methods and expertise can policing utilise from evaluation programmes in education and health?
- How can policing best assess and evidence the benefits of crime prevention initiatives?
- Detailed data on uptake and access of medicines and medical technologies at the level of each commissioning unit.
- Detailed data on the dates of regulatory approval and cost-effectiveness appraisal of medicines and medical technologies.
- Reliable estimates of the relative productivity of the different factors in the health production function for the NHS.
- Estimates of the benefit and impact of introducing new technologies and therapeutics to the NHS.
- Evidence on inequality of the impact of the diseases across different population groups.
- How can we monitor prevalence of COVID-19 and similar viruses through our water systems to act as an early warning system and inform public health decisions?
- How can education and care sectors best respond to environmental climate related risks or future pandemics to limit the impact on education?
- The role that all parts of the health system, from community and primary care through to hospital-based and social care, play in delivering better outcomes for people, and how the system can work effectively together to plan for and respond to compound pressures including infections with pandemic potential.
- How is data and evidence used to identify and evaluate interventions that have appropriate and targeted impact on the health and safety system in the short, medium and long term?
- How can health and safety systems be improved by effectively linking, utilising and analysing new and current data sets on accident and incident investigation activities?
- How can it be ensured that our regulatory approach accommodates future trends in new technologies and health and environmental hazards?
- Does work-related ill health have any impacts and consequences for individuals and society, including human costs, costs of ill health and impacts upon productivity and employment?
- What are the specific health impacts of transport related particulate matter such as that caused by tyre and brake wear? Do different types of particulate pose different risks?
- How does exposure to biodiverse environments link to human microbiome diversity and shape health outcomes?
- Detailed data on the price per QALY associated with each medicine and medical technology purchased by the NHS.
- Evidence on the prevalence of long-term conditions associated with the disease areas covered by the healthcare missions (cancer, ageing, dementia, mental health, respiratory disease, obesity, addiction). Further, we would like to understand what links exist between these disease areas: whether there are mutual risk factors or whether any of these disease areas are a risk factor for another.
- How can we quantify wider health benefits from active travel beyond what’s already quantified in DfT’s Active Mode Appraisal Toolkit -including morbidity benefits, health benefits to children and cost savings to the NHS.
- Evidence on inequality of access to and benefit from treatments.
- Evidence on the burden of disease associated with each of these disease areas, including both mortality data and quality of life adjustments.
- What difference does professional development of our workforces (including for specialist and support workforces and early years practitioners) make to children’s outcomes?
- Maximising the efficiency of partnership working in relation to issues concerning mental health
- What does the latest evidence show in terms of how best to deliver net zero and also bring health benefits, such as improved air quality? Can better metrics be developed for monetising the health benefits of the move to net zero homes that can be used in business case appraisals?
- What are the impacts of foodborne pathogens and how can we reduce them?
- The history of epidemics, pandemics and their aftermath. What lessons for recovery from coronavirus can we learn from past recoveries from pandemics or other major crises
- Analysis of possible reforms to the WHO and of measures to improve implementation of the International Health Regulations
- What can we learn from the COVID-19 shielding programme and other programmes that supported our most vulnerable groups during the pandemic? What were the costs and benefits of different interventions?
- Improve our understanding of how behavioural change can help meet air quality and noise/soundscape policy ambitions and improve the evaluation and dissemination of effective policy interventions
- What are the population-level impacts of sublethal pesticide and other chemical exposure in the environment?
- Develop methods to assess personal exposure to air pollution and noise at a range of spatial scales and quantify health impacts and costs
- How do we deploy emerging technologies to move from post-disease/outbreak surveillance to pre-emergence surveillance and mitigation of risks?
- What is the burden of antimicrobial resistance (AMR) in the environment and within food systems, and to what extent is this facilitating the development and transmission of AMR between animal and human populations?
- How is climate change affecting the emergence and transmission of infectious diseases, and how can we become more resilient to these outbreaks?
- Assess and provide evidence for effective interventions to reduce inactivity (undertaking under 30 minutes of exercise per week for the adult population, 16+), and increase physical activity (defined as +150 minutes per week for the adult population), considering underrepresented groups and demographics, as well as the cost benefit analysis.
- What are the impacts of lack of skills, employability and wellbeing among young people?
- What works in improving the skills, employability and wellbeing of young people?
- Analyse the value of AHT sector work on public health.
- What works best to identify and intervene early to support vulnerable children and their families before they enter the social care system?
- How can we better support families and children to keep children safe and, where possible, with their birth families?
- How can we work most effectively in partnership with others to ensure that additional needs (especially regarding Special Education Needs and Disabilities and mental health) are identified and addressed as early as possible?
- • What approaches would enable the best (most consistent and reliable) identification of additional need, how early can they be used, how cost-effective are they, and how can they be used at scale?
- What works in improving youth outcomes?
- What is the impact of food hypersensitivity (including allergies and intolerance) and how can we reduce it?
- • What impact do educational settings and practices have on longer-term health (including dental health)?
- • How can the culture, leadership, and teaching in our educational institutions promote health, wellbeing, and attainment goals?
- • What contribution can education make to the resilience of the nation’s future workforce (for example, by reducing absence caused by ill health)?
- How can it be ensured that there is sufficient evidence to support an effective and efficient approach to regulatory policy and risk assessment e.g. for the management of existing, new and emerging health risks from chemicals and to enable the safe and sustainable use of chemicals?
- What support do children and victims of domestic abuse living in temporary accommodation and domestic abuse safe accommodation need and to what extent is this being delivered?
- What research can provide robust evidence about the health impacts of poor indoor air quality, overheating, fuel poverty, and exposure to hazards?
- How can the FSA improve the evidence base concerning Antimicrobial Resistance (AMR) and food?
- Evidence on whether reductions in excess adiposity improve patient outcomes and prevent the incidence of developing secondary disease or multiple long-term conditions.
- How effective have whole school/college approaches to improving student mental health and wellbeing been? What factors underpin the most effective whole school/college approaches? How can schools/colleges effectively measure the impact of these approaches?
- What is the feasibility of developing an Occupational Exposure and Control system to provide intelligence on trends over time in exposure to respiratory hazards and control measures, with a particular focus on Respiratory Crystalline Silica (RCS)?
- What are the wider non-salary benefits of HE and FE for individuals, communities and society? • What are the benefits of HE and FE on individual wellbeing, physical and mental health, societal engagement, and long-term employment? • What are the wider societal benefits of HE and FE study and provision (including the local and national benefits generated by HE/FE providers)?
- • Are the benefits of FE and HE shared equally or do some groups benefit more than others? • Do these benefits vary by the type of HE or FE study e.g. full degree or short courses, institution (university or FE college) or mode of study?
- • How can we promote resilience and wellbeing among our workforce cost-effectively?
- • What impacts does social media use and screen time have on brain development, behaviour (including engagement in other activity), attainment, and health? How does this vary for different groups (including by age) and for different types of use?
- • How can we equip parents, families, and carers to support children through safe access and use of technology outside educational settings?
- How can our estates (including school nurseries, schools and publicly provided children’s homes) provide a suitable, healthy, and resilient environment for learning and to deliver our Opportunity Mission and how can this be done in the most cost-efficient way?
- • What mitigations are needed in our buildings, and what mitigations are used, to minimise the spread of infectious diseases and contribute towards a healthy and resilient environment?
- • How can building design (including accessibility, boundaries, heating, ventilation, and outside spaces for play, sports, relaxation, and connection with nature) help our workforces, children and students achieve and thrive?
- • How might we adapt existing buildings and their management to provide a healthier and more resilient learning environment?
- • What is effective in the management of our estates (especially the school estate), including outdoor spaces? What can be done to improve management of the estates and monitoring of their performance?
- • What factors contribute to the air quality in and around schools and other educational and social care settings, and what can the education and social care sectors do to address air quality in and around those settings?
- • How do the environmental risks posed by climate change (e.g. flooding and overheating) impact student outcomes, and how can settings adapt to limit the impact on education and pupil/student wellbeing?