Presentation
The doctoral program allows students to take courses and carry out doctoral research work within one of the available lines of research, following a customized distance-learning study plan. In this way, doctoral candidates can pursue an advanced postgraduate study adapted to their pace and work style.
Throughout the program, candidates receive ongoing support from professors, tutors, and dissertation advisors, who guide their academic progress and ensure compliance with program requirements, leveraging new technologies.
The Doctoral Committee assigns and oversees the individual study plan, ensuring it aligns with the candidate’s prior academic background and chosen dissertation topic. It also appoints a thesis director, who provides continuous guidance and support throughout the candidate’s research and writing process.
Structure
| PHASE I - TEACHING | ||
|---|---|---|
| DURATION | PURPOSE | WORK PLAN |
| 1 year | Acquire the knowledge and skills necessary to provide solutions that contribute to human, scientific and technological development in the research line of the doctoral student. | Complete a series of distance learning courses tailored to the student’s academic background and dissertation topic. In this phase, the doctoral student must take subjects appropriate to the chosen thesis topic. |
| PHASE II - TUTORING | ||
| DURATION | PURPOSE | WORK PLAN |
| 3 months | Define the thesis topic, objectives, hypothesis, and methodology. | With the support of a tutor, prepare the doctoral thesis proposal outline. |
| PHASE III - INVESTIGATION | ||
| DURATION | PURPOSE | WORK PLAN |
| 1 year | Prepare the doctoral thesis project. | Under the guidance of the thesis director, conduct research activities leading to the project’s completion. |
| PHASE IV - THESIS COMPLETION | ||
| DURATION | PURPOSE | WORK PLAN |
| 1 -2 years | Write the doctoral thesis. | Under the supervision of the thesis director, conduct research, analyze results, and present findings. |
Educational Methodology
The educational model promotes collaboration and cooperation to enrich the education of individuals. This ensures an effective process that delivers meaningful results in relation to the educational investment made and the return in terms of knowledge acquisition and personal and organizational learning. The model incorporates numerous educational and pedagogical innovations that facilitate, enhance, and drive a highly effective learning process. This includes:
- Facilitating contact between students, between teachers, and between both groups.
- Encouraging cooperation and reciprocity: learning as a collective effort.
- Positioning the student as the center of the process in which they actively participate.
- Encouraging continuous communication and interaction between teachers and students.
- Instilling the understanding that education requires time and sustained effort.
- Using motivation as a constant stimulus so that the student recognize that the expected learning outcomes are within reach.
- Personalizing learning by considering individual differences and diverse learning styles.
Diploma
The doctoral student who meets the academic requirements and passes the defense of his or her doctoral thesis according to the regulations of the universities that offer the doctoral program will be eligible for the degree of:
- Doctor of Public Health from the Universidad Internacional Iberoamericana - Mexico.
Curriculum
The Doctoral Program in Public Health is designed to train leading researchers in the field of public health who, independently, are capable of contributing to the generation and dissemination of knowledge, technologies, and strategic methodologies.
The role of the faculty is to promote public health and human capital development, both nationally and internationally, by developing, disseminating, and transferring high-level research in the area of public health.
The academic phase of the doctoral program is grounded in excellence in scientific research, preparing the doctoral student to acquire the knowledge that enriches their academic and professional development. It fosters collaborative engagement in the advancement and innovation of the candidate’s chosen line of research.
The Doctorate in Public Health consists of the following phases:
- INITIATION PHASE
| INITIATION PHASE | |
|---|---|
| 1 | Propaedeutic Course |
| 2 | Study Preparation |
| 3 | Statistics for Health Sciences I |
| 4 | Epidemiology I |
- PHASE I – TEACHING: GENERAL COURSES
| PHASE I – TEACHING: GENERAL COURSES | |
|---|---|
| # | SUBJETS |
| 1 | Research Methodology I |
| 2 | Research Methodology II |
| 3 | Research Seminar I |
- PHASE II – TEACHING: PUBLIC HEALTH
| PHASE II – TEACHING: PUBLIC HEALTH | |
|---|---|
| # | SUBJETS |
| 1 | Designing Experimental, Epidemiological, and Clinical Studies |
| 2 | Biostatistics II |
| 3 | Bioethics and Scientific Experimentation |
| 4 | Social Determinants of Public Health |
| 5 | Public Health Management |
| 6 | International Policy and Global Health |
| 7 | Program Design and Evaluation |
| 8 | Research Seminar II: Public Health |
- PHASE III – RESEARCH
| PHASE III – RESEARCH | |
|---|---|
| # | SUBJETS |
| 1 | Research Work I |
| 2 | Research Work II |
| 3 | Thesis Proposal |
- PHASE IV – DOCTORAL THESIS
| PHASE IV – DOCTORAL THESIS | |
|---|---|
| # | SUBJETS |
| 1 | Thesis Development |
| 2 | Thesis Dissertation |
Lines of Research
| OCCUPATIONAL HEALTH | |
|---|---|
| 1 | Occupational Medicine |
| 2 | Occupational Risk Prevention |
| 3 | Occupational Toxicology |
| ENVIRONMENTAL HEALTH | |
|---|---|
| 1 | Environmental Toxicology and Public Health |
| 2 | Water, Sanitation, and Hygiene |
| HEALTH AND DISEASE | |
|---|---|
| 1 | Zoonoses |
| 2 | Communicable Diseases |
| 3 | Non-Communicable Diseases |
| 4 | Community Nutrition |
| HEALTH PLANNING, POLICIES, AND SYSTEMS | |
|---|---|
| 1 | Health Policy and Legislation |
| 2 | Public Health Economics and Management |
| 3 | Design, Implementation, and Evaluation of Health Programs |
| 4 | Public Health Marketing and Communication |
| SOCIAL SCIENCES AND PUBLIC HEALTH | |
|---|---|
| 1 | Population and Health |
| 2 | Gender and Health |
| 3 | Mental Health and Violence |
| EPIDEMIOLOGY | |
|---|---|
| 1 | Clinical Epidemiology |
| 2 | Environmental Epidemiology |
| 3 | Occupational Epidemiology |
*The creation of new lines of research is considered in accordance with the students' interests.
Note: The content of the academic program may be subject to slight modifications depending on updates or improvements made.
Faculty Leadership
- Dr. Maurizio Antonio Battino. Researcher in Biochemistry and professor at the Scuola di Specializzazione in Scienza dell'Alimentazione. Professor at the Università Politecnica delle Marche. Science Director at the Universidad Europea del Atlántico.
- Dr. Nelly Orozco. Director and Coordinator of the Doctorate in Public Health.
Professors and Authors
- Dr. Diego Gómez. Doctor of International Public Health, Universidade de Lisboa. Professor at the Universidad Internacional Iberoamericana.
- Dr. Ricardo Almeida. Doctor of Education. Professor at the Universidad Internacional Iberoamericana.
- Dr. Silvia Quer. Doctor of Clinical Psychology, Universidad Autónoma de Barcelona. Professor at the Universidad Internacional Iberoamericana.
- Dr. Karen Adams. Doctor of Public Health, Cayetano Heredia University.
- Dr. Emmanuel Soriano. Doctor of Science in Higher Education. Professor at the Universidad Internacional Iberoamericana.
- Dr. Óscar Ulloa. Doctor of Education. Professor at the Universidad Internacional Iberoamericana.
- Dr. Vivian Lipari. Doctor of Projects. Professor at the Universidad Internacional Iberoamericana.
- Dr. Marco Antonio Zavala. Doctor of Public Health Sciences, Universidad de Guadalajara.
- Dr. Daniel Uribe. Doctor of Industrial and Environmental Science and Technology, Universidad de Huelva, Spain.
- Dr. Alicia Molina. Doctor of Biomedicine, Universidad Rovira y Virgili.
- Dr. Aurelio Olmedilla. Doctor of Psychology. Professor at the Universidad Católica San Antonio de Murcia.
- Dr. Francesc Ponsa. Doctor of Social Communication, Universitat Pompeu Fabra.
- Dr. Gaspar Berbel. Doctor of Sociology, Universidad Autónoma de Barcelona.
- Dr. Laura Moro. Doctor of Medicine (Epidemiology, Public Health, and International Health), Universidad de Barcelona.
- Dr. Carlos Aibar. Doctor of Medicine and Professor of Preventive Medicine and Public Health, Universidad de Zaragoza. Head of the Preventive Medicine Department of the Hospital Clínico Universitario Lozano Blesa.
- Dr. Ildefonso Grande. Doctor of Economics and Business Administration, Universidad del País Vasco. Full Professor and Professor of the Universidad Pública de Navarra.
- Dr. Jesús María Aranaz. Doctor of Medicine. Head of the Department of Preventive Medicine and Public Health, Hospital Universitario Ramón y Cajal, Madrid.
- Dr. Julián Vitaller. Doctor of Medicine. Head of Medical Inspection Section of Health Services in Alicante. Associate Professor of the Department of Public Health of the UMH of Elche.
- Dr. Conrado Avendaño. Doctor of Health Sciences, Universidad Nacional de Córdoba, Argentina. Professor at the Universidad Nacional de Córdoba.
- Dr. Fidel Ortiz. Doctor of Economics. Researcher and Business Consultant, Universidad Hermanos Saíz de Pinar del Río.
- Dr. Yamile Celis. Doctor of Music Therapy, Universidad Nacional de Colombia.
- Dr. Laura Cortés. Doctor of Public Health Sciences, Universidad de Guadalajara, Mexico.
- Dr. Cristina Jardí. Doctor of Nutrition and Metabolism, Universidad Rovira y Virgili.
- Dr. Pedro Zayas. Doctor of Pedagogical Sciences. Assistant Professor and Researcher of the Center for Business Management Studies if the Universidad de Holguín.
- Dr. Ana Teresa Marcos. Doctor of Biological Sciences, Universidad de León.
Scholarships
The Iberoamerican University Foundation (FUNIBER) has created the program “Doctoral Scholarships,” aimed at people with an excellent academic record. Other foundations, institutions, and universities have joined this scholarship program. It is aimed at both university professors (to contribute to increasing the percentage of doctorate holders in universities) and professionals from the business world and public administration (in order to contribute to the creation of R&D&I departments and to generate a spirit of innovation).