The study programme of the Master Health Psychology & Digital Interventions incorporates both theory and practice. The master adopts an active learning approach combining elements of traditional Problem-Based Learning with a more project-oriented learning approach, working around concrete cases from real-life public and community (health) institutions to provide an intervention solution.
As such, this master will train students to become all-round professionals who are able to apply scientific knowledge in practice. Graduates will have an advantage because of their good theoretical basis and excellent research and professional skills and competences (e.g., scientific integrity and transparency, knowledge brokerage and valorization, communication skills, project management, etc).
The curriculum consists of three core courses and three practicals. The first two courses focus on the process of understanding and analyzing targeted behaviors, and designing, implementing and evaluating (digital) behavior change interventions. In these courses, you will learn how psychological insights and theories can be used to stimulate behavior change and improve health, and how to leverage technology and work within an established framework to design more effective behavior change interventions. The third course is uniform for all psychology master tracks: a course in advanced statistics.
In parallel to the core courses, you will also attend three smaller courses focused on acquiring key professional and research skills in the field of (digital) behavior change. Thus, the Health Psychology & Digital interventions Master not only provides students with the relevant content expertise, but also helps them develop the skills necessary to work effectively in the field.
All teaching activities are taught in English. The lectures, study manuals, examinations and used literature are also in English.
In the second semester, from February onwards, you will complete a practical internship and a research internship leading to your final thesis, either in external organizations and companies working in the field of (digital) behavior change and/or e-health, or in the research areas of our faculty. Both internships can also be combined into a longer one, where both practical experience and the research work leading to your thesis work can be integrated into a larger project.
By completing these internships you will have the opportunity to gather both professional and research experience in the field and learn to work in real-life contexts, creating the basis for your entrance in the job market. Our master program is embedded within a network of partnerships with public and private organizations offering exciting and relevant internship positions to our students across a variety of topics and work areas, such as public health promotion (at the local or national level), e-mental health services, mobile health and wellbeing products, serious games, etc.
The educational programme is subject to change. No rights can be derived from the information below.
The Health Psychology and Digital Interventions master employs a mix of educational methods, ranging from traditional lectures to problem-based techniques to assignments to be independently carried out in groups. Both problem-based (PBL) and project-based (PjBL) learning are educational approaches based on the idea that the student plays an active role in the learning process (student-centered education). It is not about lecturing in order to accomplish information transfer (as is the case in traditional educational systems), but rather about active participation of the students in small groups. So most of the time, it’s not the teacher who is explaining, but the students themselves.
These student-centered approaches stem from the constructivist vision on learning, which promotes deeper learning and learning by doing. The best way to deal with information is to actively construct knowledge instead of passively consuming it and to work around a solution to concrete problems or real-life scenarios.
In this programme we will employ elements from both approaches, mixed with some traditional teaching methods such as lectures and individual study. There will be a few collective lectures during which students listen to their lecturers. Team workgroups are at the core of a project-oriented PBL method. During the team work sessions students need to address real-life scenarios or problems tapping into multidisciplinary subjects. These are open-ended projects or problems with more than one approach or answer, in order to simulate real life professional situations. Students would have to search for information that they will discuss with their group, and work out a concrete solution over a few weeks time span. The students use their own knowledge and skills as a base to acquire new knowledge and refine their competences.
On average, there are twelve contact hours per week. This time is distributed over lectures, team workgroups and practical training. Students spend a large part of their time on self-study and addressing the problem or working on the project assignments, which can be done individually or in groups. Most students spend approximately 40 hours per week on their studies.
Watch the video below and learn more about Problem-Based Learning.