Organised together with Lund University  & the University of Porto, this course is designed to provide students with the knowledge, skills, and ethical awareness needed to advocate for migrants' right to health, plan research on migration health, and develop evidence-based interventions for migrants' health. 

The 15-week blended course includes an 11-week pre-mobility phase, a 5-day mobility phase in Munich, and a 3-week post-mobility phase.

• Premobility phase: 11 weeks
  • Start: 20 October 2025, End: 24 January 2026
• Mobility phase: 1 week
  • Start: 26 January 2026, End: 30 January 2026
• Post mobility phase: 3 weeks
  • Start: 02 February 2026, End: 20 February 2026

Completing the course will earn the students 5 ECTS credits, equivalent to 150 lecture-hours (45 minutes). (The number of credits and total hours required may differ slightly between universities. For example, the University of Porto will have 148.5 study hours and 5.5 ECTS.)

Target group: Bachelor’s students may also be considered, conditional on having relevant research experience—either through a formal research training program or through active involvement in all stages of a research project.

Selection: Participants will be selected based on their motivation letter and CV. Selection will consider prior experience, academic training, and demonstrated interest in topics such as research methods, determinants of health, health inequalities and migration health.

Method

The course adopts a research-based learning approach, centring on project development. Structured in a spiral design, we will ensure the progressive acquisition of knowledge, perspectives, and skills. Mentor consultation, critical reading, and peer interaction will support research-based learning.

• The pre-mobility phase includes asynchronous online components that will be followed by peer-moderated discussions. Students are also encouraged to enhance their understanding through brief tasks, self-study time, and learning materials.


• Collaborative learning, scenario-based education problem-solving, and field-based learning are parts of the in-person component.


• The final component includes reflective learning. 

Students managing their own development processes, acting as moderators, peer-assessments and feedback platform will ensure a student-centred approach. 

Assessment

Assessment will be conducted via graded assignments by instructors, mentors, and peers.

• Critical reading exercise: 10%


• Project proposal - Study questions and aims: 20%


• Project proposal - Design, study population, variables: 20%


• Project proposal presentation: 20%


• Final project proposal: 30%

To successfully complete the course, students must moderate at least one session, complete all assignments, and fully participate in in-person learning.

Open