HBEHED501: Principles of Health Behavior Theory and Education
1 Credit Hour(s)
Not offered 2018-2019
Description: HBHE 501 is an online, 1 credit introduction to psychosocial determinants of behavioral risk factors that affect health. We discuss theories, models and frameworks of health behavior and explore the practical application of theory to practice. Classes will be primarily asynchronous, but include 3 synchronous classes for online group discussion.
HBEHED503: Introduction to Health Behavior Theory and Approaches
Description: HBHE 503 provides an introduction to the psychosocial determinants of behavioral risk factors that affect health. We address these determinants within theories, models and frameworks of health-related behavior and explore the practical application of theory to public health practice. This is a hybrid course including online sessions and in-person meetings.
Prerequisites: Students should have completed at least one Biostatistics/Statistics course or will need permission of instructor
Description: Techniques of survey research are introduced including survey design, modes of data collection, sampling, questionnaire construction, maintaining data quality, pretesting techniques, ethical considerations, and management of survey study teams. This course focus on innovative data collection methods, skill-building interactive workshops and real world experiences from survey researchers in the field.
Prerequisites: Recommend prior human physiol course
Undergraduates are allowed to enroll in this course.
Description: The course provides a comprehensive introduction to the field of reproductive health, in the USA and internationally. The course will introduce students to historical trends in the global burden of reproductive ill-health, the social ecology of reproductive risk, clinical health practice, and current controversies in policy and practice. Through a comparative look at reproductive health needs (e.g. maternal morbidity, contraceptive use, STI care and HIV-related services), in a range of diverse social settings, we will critically examine the logic and impact of current international standards for RH policy and practice.
HBEHED550: HIV/AIDS: Perspectives on the state of affairs, science and response to a global pandemic
Description: About 35 million people are currently living with HIV, with 71% living in sub-Saharan Africa. For the first time, new treatments and strategies to prevent onward transmission have brought a vision of an "AIDS free generation". The influence of research, dissemination, policy and advocacy underlie US and International HIV/AIDS Strategies, which are uniformly adopting aggressive goals for eliminating new cases of HIV in the next decade. From the "cascade of HIV care" a new road map towards prevention and treatment has emerged and the role of individual health promotion, community engagement, health systems reforms, and policy are pivotal in achieving sustainable success in ending HIV. This course provides an overview of past, current and emerging issues in HIV-prevention, HIV testing, linkage and retention in HIV care, access to HIV treatment and achieving durable viral suppression in diverse domestic and global contexts from biological, social, structural, cultural and psychological perspectives.
The course structure will generally follow a strategy of presentation from experts, advocates and affected individuals, targeted readings, lecture and discussion of a specific area on the prevention or treatment cascade, followed by lectures and activities that consolidate material presented and assigned for a given area. Most weeks have a planned combination of guest experts/speakers, readings, lecture, and activities that mobilize information into knowledge, ideas and insights.
Description: Practical projects in the application of theory and principles of Health Behavior and Health Education to individual and community-based public health settings. Course requirements include an approved practical project related to Health Behavior and Health Education in consultation with a faculty advisor. THE EXPERIENCE IS REPORTED IN AN INTEGRATIVE PAPER DEMONSTRATING THE SCIENTIFIC APPLICATION OF HBHE THEORIES AND PRINCIPLES TO THE PRACTICAL PROJECT. May be elected more than once. Enrollment limited to Health Behavior and Health Education majors with at least two full terms of prior registration.
HBEHED600: Psychosocial Factors in Health-Related Behavior
Description: HBHE 600 provides an overview of the psychosocial determinants of behavioral risk factors that affect health. We address these determinants within theories, models, and frameworks of health-related behavior.
Description: This course covers foundational skills needed to successfully complete the CEPH accredited HBHE MPH program. Knowledge and support regarding program requirements for core competencies, applied learning experience(s) and integrated learning experiences are provided, and students engage in the development of their e-portfolio throughout the semester.
Course Goals: This course is designed to:
1. Build a cohort community for support as professionals
2. Explore diverse professional and workplace skills.
3. Create plans for completing all MPH core competency requirements.
4. Create professional e-portfolio scaffolding and outline.
5. Demonstrate the ability to use fundamental public health practice skills developed through in-class group and dyadic activities.
6. Develop internship management, search, and planning strategies.
Competencies: While this course is not designed to assess specific competencies, we will work towards assisting students in integrating and showcasing fundamental core competencies.
Learning Objectives: Learning Objectives:
Through participation in this course students will
1. Create the beginning structure for a comprehensive ePortfolio
2. Develop plans for future applied learning experiences and related products.
3. Gain skills in processes involved in summer internship placements (identifying placements, applying, exploring financial assistance options).
4. Engage with classmates in team building activities.
Description: This course is designed to provide students with an introduction of the major theories and principles guiding human sexuality as well as recent developments in sexuality health research; develop their understanding of methodological and assessment issues in the study of sexuality; and familiarize them with the extent to which sexuality research and principles inform public health efforts promoting sexual health. Students who successfully complete this course will be able to identify and critically assess: (1) major concepts, theories and perspectives guiding a multidisciplinary understanding of human sexuality; (2) recent developments in sexuality research; (3) methodological aspects in the study of sexuality; and (4) how sexuality research informs public health practice and sexual health education strategies.
Course Goals: This course is designed as an introductory course in human sexuality. Throughout the term, students will learn the major theories and principles guiding an understanding of human sexuality as well as recent developments in sexuality research; develop an understanding of methodological and assessment issues in the study of sexuality; and apply sexuality research and principles to inform public health efforts. This knowledge is considered critical to the development of effective public health behavior and education programs focused on sexual health.
Competencies: This course addresses HBHE Competency #1: Describe the role and interaction of key determinants of health status, health behavior, and health behavior change from a biopsychosocial perspective across the lifespan. Through assignments and their final project, students will be expected to: (a) describe the epidemiology of a sexual health problem; (b) identify its biological, behavioral, social and educational aspects; and (c)review, select, and apply theoretical constructs for predicting and changing a health behavior related to their outcome of interest.
This course also addresses Competency #4 (Describe and apply ethical principles relevant to public health research and practice) and Competency #6 (Describe and apply the knowledge and skills necessary to interact with diverse individuals and communities). Given the diversity of populations represented in the course, as well as the sensitivity of the sexual health topics addressed in class, students will be encouraged to value sexual diversity, and describe how empirical research and evidence-based practice addresses ethical issues related to the promotion of the public's sexual health and to the practice of sexual health education as a profession. Through active class participation and the facilitation of course readings, these conversations will serve to develop students' perspectives on their professional rights, obligations, and role as a sexual health educators.
Learning Objectives: By the end of the course, students will be able to identify and critically assess:
1. Major concepts, theories and perspectives guiding a multidisciplinary understanding of human sexuality across the life course;
2. Recent developments in sexuality research;
3. Methodological aspects in the study of sexuality;
4. How sexuality research informs public health practice and how sexual health is promoted in health education strategies.
Description: This course will fulfill the "Integrative Seminar" requirement for the Healthy Cities Graduate Certificate. The course combines public health, public policy, and built environment perspectives within one classroom. Classes are organized around guest speakers from various disciplines who will discuss the significance of interdisciplinary approaches to addressing urban health issues.
Course Goals: The integrative seminar is designed to combine perspectives from public health, public policy, and the built environment within a single classroom. Professionals working in these three fields have different ways of understanding the world, use different terminology to describe the phenomenon of interest, use different standards of evidence, and frame the scope of the problem in different ways. Students learn about these different approaches through the required coursework. Then, in the integrative seminar, the certificate students come together as a cohort to explore these differences and build cross-disciplinary understanding. To facilitate this process, class sessions are organized around a guest speaker series. Speakers from a variety of disciplines meet with the students to discuss the benefits and challenges of using interdisciplinary collaborations to address public health in urban contexts.
Competencies: ·Assess population needs, assets and capacities that affect communities' health.
·Advocate for political, social or economic policies and programs that will improve health in diverse populations.
Learning Objectives: ·Explain effects of environmental factors on a population's health.
·Explain the social, political and economic determinants of health and how they contribute to population health and health inequities.
This course is cross-listed with URP 612 002 in the Urban Planning department.
Undergraduates are allowed to enroll in this course.
Description: This course will address a range of issues in public health ethics. The first part of the course will provide an introduction to key ethical frameworks and concepts relevant to public health, and it will describe the overlap and distinctions between public health and medical ethics. The remainder of the course will use a case-based approach to considering ethical dilemmas in several domains, including the following: 1) resource allocation and distributive justice; 2) questions of autonomy and paternalism; 3) health promotion & disease prevention; 4) clinical care; 5) research ethics; and 6) emerging issues in public health ethics. The course will use a blend of lectures and group discussions to consider topics of interest. Students will play an active role in researching, presenting, and writing up case studies that will be used to illustrate ethical concepts and conflicts and to facilitate class discussion.
HBEHED614: Women's Health and the Timing of Reproduction
Description: Applies a systems perspective to examine the personal, social, and cultural factors that influence the age at which women initiate childbearing and the implications of these factors for the health of women and infants. Topics include teenage childbearing, Black American fertility patterns, infant mortality, ethnographic and other research methods, and related policy issues. Reviews current, historical, and cross-cultural examples. Students apply course concepts and methodologies to specific research and policy questions.
Undergraduates are allowed to enroll in this course.
Description: This course will provide students with the background, knowledge, and experience needed to create different types of sexual health promotion interventions for diverse populations in multiple setting. Students will explore socio-ecological factors that influence the sexual health of diverse populations, and learn how to develop/implement theory-based and culturally-appropriate interventions.
Description: In this course, we discuss globalization and health, major actors/organizations in global health, global health inequities, and "hot topics" in global health. This course is designed to help students critically think about how to apply key concepts and skills in health behavior and health education to understanding global health issues.
Course Goals: After completing this course, students should:
-understand how globalization, geopolitical trends and global
policies influence health,
-identify some of the major actors and organizations in global
-have an appreciation for applying social and behavioral
theories to conducting research and developing interventions in
-be aware of some of the major, current global health topics,
-understand ethical issues related to global health and working
in international settings.
They should also have developed skills in:
-reading and critical thinking,
-discussing and debating issue related to global health,
-researching a public health issue, and
-writing at the graduate level.
This course is designed to provide a broad overview of global public health, specifically health behavior and health education in a global context.
Competencies: The following HBHE competencies are a primary focus of this course:
1. Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
1e. Describe domestic and global disparities in health status and health behavior across settings and countries with varying levels of economic resources.
1f. Describe the political, environmental, economic, cultural, and psychological influences on health status, health behavior, and health behavior change within and across settings and countries with varying levels of economic resources.
1g. Describe how globalization influences health status and health behavior.
2. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.
2g. Describe some of the benefits and challenges of using social and behavioral theories and models to inform programs and policies involving multiple levels of change (e.g. individual, family, organization, community).
2h. Describe key adaptations and challenges in applying theories and frameworks to conduct public health research and practice across cultures and in resource poor settings.
3. Describe and apply ethical principles relevant to public health research and practice.
3f. Recognize how public health activities support social justice principles including health equity, human rights, appropriate allocation of health resources, and community engagement.
3g. Analyze and resolve conflicts between ethical principles that commonly occur in public health research and practice (e.g. individual rights vs. the "common good").
9. Understand, measure, and intervene to address health inequities within and across settings and countries with varying levels of economic resources.
9b. Describe the social and environmental contributors to health inequities for different health problems and conditions.
9e. Understand ethical and social justice implications of health inequities.
The following HBHE competencies are a secondary focus of this course:
5d. Understand roles and expertise relevant to public health practice, including health educators and community members.
5e. Identify critical community members and organizations as a key step in the planning, implementation and evaluation of public health programs, policies and interventions
7d. Discuss the role of the partners involved in the feedback, interpretation, dissemination and application of research results.
8f. Understand how health communication strategies should be adapted to meet the specific requirements of diverse and global settings
HBEHED620: Behavioral Research Methods in Public Health
Description: Principles of design of behavioral research on public health problems and programs. Objectives, philosophy, and methods of science including causal inference, the role of hypotheses, criteria for establishing adequate hypotheses, research designs and data collection techniques. Formulation of a research problem within a program setting.
HBEHED621: Seminar in Behavioral Research Methods in Public Health
Description: Intensive analysis of selected topics; characteristics and advantages of alternative types of studies; purposes of various experimental designs; development of methodology for program evaluation; interviewing and questionnaire construction and problems in analysis of data, with particular emphasis on problems of spuriousness
Prerequisites: Biostat 503 or equiv. and a course dealing with health education program development
Description: Examination and application, through a series of exercises, of several program evaluation models relevant for health education, including the goal attainment, goal-free, systems responsive, and decision-theoretic models, with emphasis on both process and impact analysis. Design options for measuring program effect, with the associated threats and external validity, are discussed, and several basic statistical techniques are reviewed and examined in terms of their applicability to program evaluation, including sampling and sample size determination for both surveys and experiments.
HBEHED624: Needs Assessment Methods for Public Health
Description: This course will cover a mixed-methods approach to conducting needs assessments; including collection of primary data (e.g. surveys, focus groups, and interviews) and secondary data (e.g. agency, state statistics, and census). Furthermore, a global perspective will be used to study various international efforts using health equity needs assessments.
Course Goals: At the completion of the course students will be able to: Design a public health needs assessment plan to assess and diagnose a community's capacity and needs; Identify, apply and assess appropriate quantitative and qualitative methods for public health needs assessment; Apply public health knowledge to the design and dissemination of needs assessment findings for use in effective public health planning surveillance and program development; and Present findings to a range of stakeholders.
Competencies: This course meets several of the HBHE Competencies. The following is broken down into two sections: 1) competencies that address the social determinants of health and health equity; and 2) competencies that address research and communications skills. All competencies are listed with their original numbers corresponding to the UM HBHE Competencies handouts found on (http://sph.umich.edu/hbhe/pdf/hbhecompetencies.pdf)1 - SOCIAL DETERMINANTS OF HEALTH & HEALTH EQUITY1 (c) Describe the role of structural and ecologic factors that influence health status and health behavior change.1 (f) Describe the political environmental economic cultural and psychological influences on health status health behavior and health behavior change within and across settings and countries with varying levels of economic resources.9 (a) Explain the key frameworks for understanding health inequities and disparities across fundamental causes including race/ethnicity socioeconomic position and gender.9 (b) Describe the social and environmental contributors to health inequities for different health problems and conditions.9 (c) Measure health-related inequities through qualitative and quantitative approaches.2 - RESEARCH & COMMUNICATION SKILLS 4 (a) Apply qualitative research methods (e.g. focus groups key informant interviews) to understand health status and design and evaluate public health programs including appropriate data collection and analysis techniques.4 (b) Apply quantitative research methods (e.g. behavioral surveys and biometrics) to understand health status and design and evaluate public health programs including appropriate data collection and analysis techniques.4 (g) Be able to make an effective scientific presentation and describe the key elements of writing a scientific manuscript.5 (a) Identify explain and apply the appropriate intervention strategy (e.g. policy advocacy mass media community organizing social marketing one on one counseling) to specific health problems and conditions.5 (b) Identify explain and apply the appropriate level of intervention (e.g. individual family community policy).5 (c) Apply evidence-based approaches to the development and evaluation of public health programs.6 (b) Use the concepts and skills involved in culturally appropriate community engagement and empowerment with diverse communities.6 (c) Apply the principles of community engagement to improve health in diverse populations.6 (d) Design implement and evaluate culturally appropriate interventions for diverse individuals and communities.This course meets several of the HBHE Competencies. The following is broken down into two sections: 1) competencies that address the social determinants of health and health equity; and 2) competencies that address research and communications skills. All competencies are listed with their original numbers corresponding to the UM HBHE Competencies handouts found on (http://sph.umich.edu/hbhe/pdf/hbhecompetencies.pdf)1 - SOCIAL DETERMINANTS OF HEALTH & HEALTH EQUITY1 (c) Describe the role of structural and ecologic factors that influence health status health behavior and health behavior change.1 (f) Describe the political environmental economic cultural and psychological influences on health status health behavior and health behavior change within and across settings and countries with varying levels of economic resources.9 (a) Explain the key frameworks for understanding health inequities and disparities across fundamental causes including race/ethnicity socioeconomic position and gender.9 (b) Describe the social and environmental contributors to health inequities for different health problems and conditions.9 (c) Measure health-related inequities through qualitative and quantitative approaches.2 - RESEARCH & COMMUNICATION SKILLS 4 (a) Apply qualitative research methods (e.g. focus groups key informant interviews) to understand health status and design and evaluate public health programs including appropriate data collection and analysis techniques.4 (b) Apply quantitative research methods (e.g. behavioral surveys and biometrics) to understand health status and design and evaluate public health programs including appropriate data collection and analysis techniques.4 (g) Be able to make an effective scientific presentation and describe the key elements of writing a scientific manuscript.5 (a) Identify explain and apply the appropriate intervention strategy (e.g. policy advocacy mass media community organizing social marketing one on one counseling) to specific health problems and conditions.5 (b) Identify explain and apply the appropriate level of intervention (e.g. individual family community policy).5 (c) Apply evidence-based approaches to the development and evaluation of public health programs.6 (b) Use the concepts and skills involved in culturally appropriate community engagement and empowerment with diverse communities.6 (c) Apply the principles of community engagement to improve health in diverse populations.6 (d) Design implement and evaluate culturally appropriate interventions for diverse individuals and communities.
Description: Individual work on a problem in the area of health behavior relevant to program effectiveness in public health, under the tutorial guidance of an appropriate staff member. Regular conferences are arranged to discuss research designs, proposed problem solutions, methods for data collection and analysis. The investigation is reported in a paper, which may be submitted for publication. May be elected more than once.
HBEHED626: Introduction to Geographic Information Systems and Health Behaviors
Description: GIS offer useful tools for collecting, mapping and analyzing health data. The course focuses on how to use GIS to understand the geography of health, health behaviors, and health disparities. Students will learn to use ESRI's ArcGIS for introductory data management, mapping and geographic data analysis.
Course Goals: The course teaches students how to use GIS to understand the geography of health, health behaviors, and health disparities. Student learn to:
-Articulate the role of GIS in public health
- Describe the basic structure of spatial data Identify and use available major sources of GIS health data
-Know the basics of managing GIS health data
-Gain an introductory comprehension of GIS data management, mapping and analysis
-Gain proficiency with using ESRI's ArcGIS
-Use GIS to understand and find solutions for public health problems
-Effectively use GIS products to communicate with stakeholders
Competencies: HBHE Competencies Addressed by This Course:
Competency 1: Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
Competency 4: Apply basic principles of research and evaluation methodology relevant to understanding and modifying health status and health behavior from a social ecological perspective (e.g. individual, family, community, and society) within and across settings and countries with varying levels of economic resources.
HBEHED628: Chronic Illness Interventions: Midlife to Older Adulthood
Description: This course examines chronic illness among middle aged to older adults, with a focus on self-management interventions. Students explore specific diseases, interventions, and facilitators and barriers to self-management. Key Intervention activities, e.g. health education, recruitment and fidelity are incorporated. The course involves discussion, in-class activities, written assignments and oral presentations.
Description: This course will examine families as a primary context for understanding health and health-related behaviors. Major topics include: 1) models and theories of the family, 2) history and current status of family-based practice, 3) the impact of demographic trends and their impact on family structure and functioning, 4) family diversity with respect to social status groups, ethnicity, and culture and their implications for understanding health phenomena, 5) families as the context for socialization to health beliefs and practices, 6) the provision of family-based care, and 7) health profiles of family members and their family roles.
This course is cross-listed with HB727 (School of Social Work) in the School of Social Work department.
Description: This course provides an overview of trends in aging and health with a particular focus on health behaviors and health promotion. Age-related changes in health and health behavior and the impact of societal and personal attitudes toward aging on health behaviors will be discussed. Successful aging, an emerging paradigm for gerontology, will frame discussion of strategies for facilitating optimal health behaviors among older adults. Current recommendations and practices and multi-level interventions will be presented for physical activity, smoking, obesity, weight management, nutrition education, immunizations, and cancer screenings. Recent evidence of the impact of health behaviors on brain health and the prevention of cognitive decline will be discussed.
HBEHED631: Budget Practices for Public Health Programs
Prerequisites: Prior completion of HBHE651 Program Development in Health Education
Description: Budget Practices for Public Health Programs is a series of 13 two-hour sessions which provides an introduction to budgeting relevant to managing public health programs. Students will learn basic principles and strategies of program and organizational budgeting, and will gain practical experience building and managing budgets.
HBEHED633: Social Networks and Social Support in Health Education
Description: Review and analysis of theory and empirical evidence concerning social networks and social support and their relationship to health status and health behavior. Examines utilization of social networks in health education programs, e.g., family network interventions, self-help groups, "natural helpers", community organizing.
Description: Health outcomes for many children in the United States lag behind those of other developed countries. Moreover, significant socio-economic disparities exist in child morbidity and mortality. This course takes a developmental and social-contextual perspective on child health in the US, focusing on key concepts, current issues and intervention approaches.
Course Goals: Course Objectives: The course will increase student knowledge regarding health concerns for children across development and enhance critical thinking skills regarding influences on child health outcomes and intervention implications at different points in development. Specifically, the course will provide: 1) a survey of health concerns relevant for children from infancy through early adolescence (e.g., autism, obesity, depression); 2) mechanisms that shape child health outcomes (e.g., child factors, parenting and family processes, community resources; broader social contexts such as poverty); and 3) intervention approaches to promote child health. Opportunities to pursue topics of particular student interest within child health (e.g., global health, mental health) will also be available through assignments.
Competencies: The following HBHE Competencies are a primary focus of this course:
#1. Describe the role and interaction of key determinants of health status from a social-ecological perspective (e.g. individual, family, organization, community, and society).
The following HBHE Competencies are a secondary focus of this course:
#2. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.
#6. Describe and apply the knowledge and skills necessary to interact with diverse individuals and communities within and across settings with varying levels of economic resources.
#9. Understand, measure, and intervene to address health inequities.
Learning Objectives: By the end of this course students will be able to:
1. Describe common child health concerns at different points in development
2. Articulate mechanisms and contextual factors that influence child health
3. Analyze how child developmental stage can affect intervention approach and effectiveness
4. Recommend developmentally-appropriate intervention strategies
Description: This is a course about doing qualitative social research in public health. One of its major goals is very practical and down to earth: acquiring the strategies and techniques needed to conduct qualitative research on human behavior. But the course also aspires to understand the philosophical, ethical, and political issues involved in the practice of social science within public health. The course will focus upon five phases of the research process: l) pre-research dilemmas and decisions, 2) theory and the formulation of the research question or hypothesis, 3) design, sampling, and data collection, 4) stages of data analysis, and 5) the implications of qualitative knowledge for representation of "subjects" and the expression of this knowledge in the form of written reports or publications.
HBEHED640: Community Organization for Health Education
Description: Examines social and structural factors associated with health and illness; concepts and theories regarding planned change and community; and models and principles of community organization practice for health education. Several models of community organization are analyzed along the dimensions of: community diagnosis needs assessment, selection and implementation of action strategies, evaluation research, role of the professional and ethical considerations.
HBEHED641: Materials and Methods in Health Education Programs
Description: The goal of this course is to enable participants to select and use learning materials and methods in health education programs. The course consists of in-class sessions where various materials and media are demonstrated and their utility as enhancements to learning discussed. Technical and production aspects of materials and media are considered in several lab sessions. Students are required to produce health education materials or develop learning activities through fieldwork in addition to in-class and lab sessions.
HBEHED644: Readings in Health Behavior and Health Education
Description: Review of literature on selected topics in health behavior, health education or related areas under guidance of faculty member. Critical analysis; written and oral reports. May be taken more than once for a total not to exceed 6 credit hours.
Description: This course will introduce students to the foundations of how history, politics and structural determinants of health interact to crease urban health inequities in cities worldwide.
Course Goals: The goal of this course is to introduce students to the foundations of urban health including the various determinants and health-related factors and their interactions, that results in urban health inequities in cities worldwide.
Competencies: -Describe the impact of age, life course, gender, sexuality, ability, race, socioeconomic status, ethnicity, culture, and biology on health status, health behavior, and health behavior change.
-Describe the role of structural and ecologic factors that influence health status, health behavior, and health behavior change.
-Describe the role of policy, legal, and regulatory environments on health status, health behavior, and health behavior change.
-Describe the political, environmental, economic, cultural, and psychological influences on health status, health behavior, and health behavior change within and across settings and countries with varying levels of economic resources.
-Describe the social and environmental contributors to health inequities for different health problems and condition
-Describe health-related inequities through qualitative and quantitative approaches.
Learning Objectives: -Learn the foundations of global urban health including some of the stakeholders involved in city wide decision-making.
-Gain understanding on some of the concepts of urban health and determinants of health including the social and physical factors like housing, urban design, employment, transportation and so on.
-Develop a research plan to study an urban health issue in a city within the US including the proposal of solutions and recommendations to address the issue.
-Develop a health communication campaign to drive policy change to address a city-specific issue.
HBEHED651: Program Development in Health Education
Description: Focuses on design of effective health promotion/health education programs. Moves between theoretical bases for program development and examination of practical applications. Initial sessions focus on framework for development of health education/health promotion programs. Subsequent sessions center on specific components of program design and application, as well as evaluation.
Description: Examines concepts, theories, and research in the field of group dynamics with particular application to health education. Emphasis on developing skills for observing, assessing, participating in, facilitating and evaluating small groups.
HBEHED653: Evidence-Informed Decision Making for 21st Century Health Care
Advisory Prerequisites: At least one course in statistics
Description: Health consumers now have unprecedented access to health information, from published research to consumer health websites to electronic health records to peer narratives. Yet, consumers face challenges in acquiring, assessing and using health information. There is a growing need for professionals to support consumers in navigating the sea of information.
Course Goals: Health care consumers/patients now have unprecedented access to health information, from published research to consumer health websites to electronic health records to peer narratives. At the same time, health care and disease management is increasingly moving from formal institutions to homes and communities. Nevertheless, consumers/patients also face tremendous challenges in acquiring, assessing and using health information. There is a growing need for professionals to support health care consumers/patients in their efforts to effectively navigate this sea of information. In this course, students learn how to apply an information perspective to health-related decisions faced by consumers/patients in the digital era. Students learn how to search health sciences research literature using a range of reference, bibliographic and pre-filtered ("evidence-based") sources. They also learn to apply evidence assessment techniques, including critical appraisal methods, to the health sciences literature. Students learn how to apply basic methods of research synthesis to health-related questions, and evaluate strategies for personalizing evidence for consumers/patients. Students will also apply the skills needed to train and support consumers/patients in effectively using key health sciences resources.
Competencies: The course directly supports the following HBHE competency:
3) Apply basic principles of research and evaluation methodology relevant to understanding and modifying health status and health behavior
While relevant to all sub-competencies within 3), the course is particularly targeted towards:
e. Critique and synthesize scientific evidence, including evidence review
f. Translate research findings into public health practice, including dissemination of proven interventions
Learning Objectives: -Summarize, analyze and evaluate key features of a range of health sciences information sources.
-Implement effective searches for health sciences information, and successfully evaluate search results.
-Generate and implement training in optimal use of health information sources.
-Critically appraise published health research.
-Apply basic methods of research synthesis to health-related questions.
-Evaluate strategies for personalizing evidence for consumers/patients.
Description: Consumer health informatics (CHI) gives health care consumers information and tools to facilitate their engagement. Students will become familiar with, and evaluate, a range of CHI applications. They will also assess the needs and technological practices of potential users, generate theory-informed design and implementation strategies, and select appropriate evaluation approaches.
Course Goals: LEARNING OBJECTIVES
1. Compare and evaluate a range of consumer health informatics (CHI) applications.
2. Generate CHI design and implementation principles and guidelines that incorporate theories from the behavioral, social and environmental sciences.
3. Assess consumers' health-related needs, resources and technology-oriented practices, and evaluate their implications for CHI applications.
4. Plan the design, implementation and evaluation of a new, theory-informed CHI application to address the health need(s) of a particular audience.
5. Develop a commitment to CHI practice with diverse user groups.
Competencies: 2. Describe and apply relevant theories, concepts, and models from social and behavior science that are used in public health research and practice to both understand and affect health status, health behavior, social change, and policy.
f) Understand the merits of using theory to inform interventions and their evaluation in public health.
4. Apply basic principles of research and evaluation methodology relevant to understanding and modifying health status and health behavior from a social ecological perspective (e.g. individual, family, community, and society) within and across settings and countries with varying levels of economic resources.
c) Understand and appropriately apply the major types of evaluation (e.g. formative, outcome, process).
5. Plan, implement, and manage health education and health promotion programs across diverse settings and populations from a social-ecological perspective within and across settings and countries with varying levels of economic resources.
a) Identify, explain, and apply the appropriate intervention strategy (e.g. policy advocacy, mass media, community organizing, social marketing, one on one counseling) to specific health problems and conditions.
b) Identify, explain, and apply the appropriate level of intervention (e.g. individual, family, community, policy).
c) Apply evidence-based approaches to the development and evaluation of public health programs.
6. Describe and apply the knowledge and skills necessary to interact with diverse individuals and communities within and across settings and countries with varying levels of economic resources.
d) Design, implement, and evaluate culturally appropriate interventions for diverse individuals and communities.
This course is cross-listed with SI554.
HBEHED659: Introduction to Adolescent Substance Use Prevention
Description: Students gain an overview of adolescent substance use prevention from a public health perspective. Students learn about the evidence-base on adolescent substance use prevention. They apply course content to create prevention interventions. The course examines both illicit (e.g., opiates, marijuana, methamphetamine) and licit (e.g., alcohol, tobacco) substances.
Course Goals: The goal of the course is to provide students with information about adolescent substance use, its consequences, and current evidence-based intervention, and to give them skills to develop or adapt an intervention to address adolescent substance in a specific population.
Competencies: HBHE Competency
5. Plan, implement and manage health education and health promotion programs across diverse settings and populations from a social-ecological perspective within and across settings and countries with varying levels of economic resources.
a. Identify, explain, and apply the appropriate intervention strategy (e.g. policy advocacy, mass media, community organizing, social marketing, one on one counseling) to specific health problems and conditions.
b. Identify, explain, and apply the appropriate level of intervention (e.g. individual, family, community, policy).
c. Apply evidence-based approaches to the development and evaluation of public health programs.
d. Describe the key elements of an effective grant proposal.
CEPH Foundational Competency
9. Design a population-based policy, program, project or intervention
Learning Objectives: -Understand the magnitude of and trends in adolescent substance use in the US and globally.
-Describe which adolescent populations are at greatest risk of substance use and its consequences.
-Describe the consequences of adolescent substance use on adolescent health and development.
-Understand and critically appraise the main theoretical perspectives that are used to explain what determines adolescent substance use, and progression in to abuse.
-Articulate the empirical evidence about the determinants of adolescent substance use.
-Identify and appraise existing programs and policies designed to prevent adolescent substance use.
-Apply the above to develop a new or adapt an existing evidence-based program or policy to prevent adolescent substance use.
HBEHED660: Theory, Research and Practice in Adolescent Health
Description: Examines educational efforts designed to promote better health outcomes among adolescents. Review developmental theories, research, and interventions to promote health in this population. Addresses various contexts for intervention programs and their implications. Topics covered include, but are not limited to, the effects of peer and family influences on health, resiliency, violence, alcohol and drug use, and sexual behavior.
HBEHED661: Designing Sticky Communications for Health Advocacy, Education, and Mass Media
Description: This class focuses on broadly applicable message design principles that help health education and promotion messages to "stick" in recipients' minds. In addition to deconstructing memorable messages at a basic level, we will also consider the potential uses (and misuses) of first person narratives.
HBEHED662: Risk Communication: Theory, Techniques, and Applications in Health
Description: This course will provide students with a theoretical and practical understanding of when and why people feel their health is "at risk." We focus on building students' ability to use evidence based
techniques that can increase understanding and use of health data by patients, communities, the media, and policy makers.
HBEHED663: The Use of Brief Interventions to Help People Change Health Behaviors: Evidence-Based Strategies for Work in Clinical and Community Settings
Undergraduates are allowed to enroll in this course.
Description: This course gives students an understanding of how brief interventions are used to impact health behaviors and the approaches used to help people make and attain behavior-change goals. Students also gain skills in applying scientific evidence from randomized trials and systematic reviews in public health decision-making.
Course Goals: 1) Know what brief behavioral interventions are and how they are delivered to address behavioral challenges
2) Know where to look for evidence supporting the effectiveness of brief interventions
3) Be able to review, interpret, and apply evidence from randomized trials, systematic reviews, and guidelines
4) Understand what types of brief interventions have the strongest evidence and for whom they work
Competencies: a) Identify theories, concepts and models from a range of social and behavior science disciplines that are used in public health research and practice involving multiple levels of change (e.g., individual, family, organization, community, and society).
b) Describe overlap between current models and frameworks, and their limitations
c) Describe how theory is useful in understanding why individuals do or do not engage in health behaviors.
d) Understand the merits of using theory to inform interventions and their evaluation in public health.
e) Describe some of the benefits and challenges of using social and behavioral theories and models to inform programs and policies involving multiple levels of change (e.g. individual, family, organization, community).
f)Describe key adaptations and challenges in applying theories and frameworks to conduct public health research and practice across cultures and in resource poor settings.
HBEHED665: Mobile Health: Text messaging, apps, and other mobile communication strategies to prevent disease and assist people living with chronic illnesses
Description: The overall goal of this course is to give students the knowledge, skills and experience they need to participate in decision-making about developing, implementing, and continuing mHealth services addressing major public health and healthcare challenges.
Course Goals: The course has two aims: First, to give students an understanding of how mHealth tools and programs are used to impact health behaviors in a range of important areas, including chronic disease management, mental health and substance abuse prevention and treatment, and global health. Students will learn about the challenges to behavior change as well as the factors that impact mHealth program design and sustainability. As part of that process students will sharpen their skills in finding, interpreting, and applying scientific evidence about mHealth programs. We will discuss where evidence can be found, and we will critique specific randomized trials and systematic reviews. Second, students will gain hands-on experience in developing, deploying, and evaluating an mHealth program via a series of exercises using a "real world" mHealth communication tool. That experience coupled with the more didactic presentation of the field will prepare students to design a hypothetical mHealth campaign addressing the public health challenge of their choice, specifying issues such as: the communication channels employed (texting, automated calls, apps, special sensors), content development, recruitment in the target population, data security, and program evaluation. The course will be a mix of lectures, group projects, guest speakers, and individual written projects.
Competencies: 1) Describe the key characteristics of mHealth interventions, the pluses and minuses of various design features, and the populations in which mHealth interventions have and have not shown promise;
2) Be able to design, deploy, and evaluate an mHealth campaign using LifeData software;
3) Be able to describe the development of an mHealth campaign, discussing key issues that drive system design including the reach of mHealth tools in the target population, strengths and weaknesses of various communication channels for the problem of interest, factors determining content development, interconnectivity with other data systems used by health professionals, strategies for financial sustainability and scaling, and indicators of program success.
HBEHED668: Health Communications for Public Health
Description: From one-on-one health counseling to broad-based social marketing campaigns, a vast body of research over the past twenty years has demonstrated that numerous dimensions of health communications, including message format, receiver characteristics, and delivery channel can affect program impact. This course will address key considerations for constructing effective health communications including the application of behavior change theories and general marketing principles. Selected prior and current health promotion campaigns will be critically reviewed and students will be asked to develop a health communication intervention or social marketing campaign. Occasional guest lecturers, actively involved in development of health communication interventions will be integrated into the syllabus.
HBEHED669: Genetics, Health Behavior, and Health Education
Prerequisites: SPH student or permission of instructor
Description: This course addresses the following topics: genetics and risk communication; ethical issues in genetics research; the psychological and behavioral impact of genetic testing; public and professional knowledge and attitudes about genetics; health education needs in genetics; and emerging issues in the field (e.g., computerized delivery of genetic counseling services).
Description: In the past few years, there has been increased interest in using motivational interviewing (MI) in public health and medical settings. Originally developed for the treatment of addictive behaviors, MI has recently been used to address chronic disease and other public health conditions, such as smoking, diet, physical activity, diabetes management, and medical adherence. At its core, MI is a method for assisting individuals to work through their ambivalence about behavior change. Deeply rooted in the person-centered philosophy of Carl Rogers, MI counselors are trained to rely heavily on reflective listening, more so than direct questioning, persuasion, or provision of advice. This course will provide participants with an in-depth overview of MI and provide opportunities to practice the core techniques.
Prerequisites: SI 582 or by permission of instructor
Description: The course focuses on the process of designing consumer-health technologies that are based on constructs from theories about human behavior and behavior change. Using commonly-used theories (e.g., self-monitoring, goal-setting) as examples, students will learn how to generate ideas for possible feature designs, delineate their tradeoffs, and make principled implementation decisions.
Course Goals: Consumer-health technologies, such as activity trackers and applications for chronic disease management, frequently incorporate features based behavioral-science theory, such as goal-setting or self-monitoring, intended to help individuals adopt and maintain health-protective behaviors. How exactly such theoretical constructs should be translated into specific designs is rarely obvious, however. In this class, students will learn the key aspects of the process of translating theory into concretely designed technology features: generation of alternative design ideas, delineation of tradeoffs of these ideas based on considerations of user experience and the options' ability to effect desired behavioral outcomes, and choice of which idea(s) to further refine.
Competencies: The learning objectives for the course are to:
-Understand the overall design process for consumer-health technologies
-Understand the tradeoffs of different implementations of commonly used theoretical constructs, such as self-monitoring and goal-setting.
-Learn to generate design ideas that embody theoretical constructs from behavioral science
-Understand ways that alternative designs can be evaluated during the design process
-Learn to articulate and formalize tradeoffs of alternative designs for a feature
Prerequisites: HBHE 600 or Permission of Instructor
Description: This class applies health education principles towards understanding and intervening on different environmental hazards. The course will review various kinds of environmental issues, including biochemical toxins, physical hazards, and psychosocial stressors. Students will learn about select datasources from which they may obtain environmental health information. The course will examine the literature on risk and environmental health education and explore how health educators can use resources and conceptual tools to address environmental concerns. This course will also examine case studies from individual communities as focal points for discussion. Based on these case studies, students will explore whether extant theories and approaches can help protect vulnerable populations, insure environmental justice, and reduce health disparities. The format of this class is a combination of lecture and discussion.
Description: Explores dimensions of poverty in terms of the interrelationships of socioeconomic status, racism, minority status and health. The focus is on the United States and topics discussed include different conceptualizations of and perspectives on the relationship of poverty to health, issues in child and family health, in urban and rural poverty and health, and issues relevant to improving health services and health policy targeted at socioeconomically disvantanged populations.
HBEHED698: Foundational Skills in the Practice of HBHE
2 Credit Hour(s)
Description: This course covers foundational skills needed to prepare students for success in future professional public health contexts, including the internship. It begins conversations around cultural humility, group norms, and reflective practice. It will also develop students' skills in designing clear communications and group facilitation.
HBEHED699: Career Development and Capstone in Public Health
Description: HBHE 699 is required by students enrolled in the Master's program in HBHE. Students engage in a synthesis of knowledge formation in health behavior and health education. This course supports competency assessment and professional development with a special focus on career development and job placement.
HBEHED700: Advanced Quantitative Methods in Health Behavior
Prerequisites: HBEHED 620 or 621; BIOSTAT 503 and 523 or equivalent
Description: This course is an advanced research methods course focused on the quantitative conceptualization and analysis of health behavior research. The course emphasizes the application of multivariate regression to practical questions in public health, and includes an overview of three regression-related techniques: Structural Equation Modeling (SEM), hierarchical linear modeling (HLM), and growth curve modeling (GCM).
HBEHED702: Reducing Racial/Ethnic Health Disparities
Prerequisites: Permission of instructor, graduate standing. The course is primarily for doctoral students.
Description: This interdisciplinary, graduate level seminar is designed to: 1) explore in an in-depth fashion racial/ethnic disparities in health in the United States and approaches to reducing those disparities; and 2) to support the development of scholars prepared at the doctoral level to pursue research and interventions to address these disparities. Weekly seminar discussions will focus on summary, discussion (of theory, content and methods), and critique of articles on racial and ethnic health disparities from a variety of disciplinary perspectives (e.g., sociology, political science, health behavior and health education, epidemiology, health management and policy, urban planning, psychology). The seminar will focus on developing a rigorous critical analysis of these disparities and an understanding of the potentials and limitations of various approaches to addressing them (e.g., health care system, behavioral strategies, community change, and policy interventions). As part of the seminar, participants will present and engage in critical discussion of their own emergent research interests. Grades will be given at the end of the second semester of the two-semester course sequence.
HBEHED710: Special MPH Topics in Health Behavior and Health Education
Description: Master's level seminar designed to provide an extensive review of a number of substantive and methods and skill areas in health behavior and health education. Readings, discussion and assignments are organized around issues of mutual interest to faculty and students. Reviews and reports on topics required in the areas selected. May be elected more than once.
HBEHED733: COMMUNITY-BASED PARTICIPATORY RESEARCH (CBPR)
Prerequisites: Doctoral Student or Advanced Masters Students with permission
Description: The involvement of community members in research and scholarship has emerged as a critical component for public health research. This doctoral student seminar focuses on the ways in which researchers and community members collaborate to conduct research that leads to community change, and improvement in health and quality of life. Such efforts often call for clarifications and/or redefinitions of: scientists' roles and methods, the knowledge development roles of participating community members, and the varying meanings of "community." Attention will be paid to scholarly debates, practical, and methodological issues in the conduct of community-based participatory research.
This seminar will address the major issues and methods involved in conducting community-based participatory research across different disciplines. It provides the opportunity for graduate students from different schools and departments to come together to share perspectives, develop new skills and explore how they can apply this learning to community-based participatory research projects.
HBEHED800: Seminar in Health Behavior and Health Education
Description: Advanced study of principles of health behavior, educational and motivational approaches to improve health, and research and evaluative issues in health behavior and health education. Includes discussion of behavioral science and health education applications to public health, with special topics selected by students for review and discussion. Designed for doctoral students in Health Behavior and Health Education. May be elected more than once.
HBEHED823: Structural Influences on Health and Social Behavior
Description: This doctoral seminar will draw on the public health and biomedical literature and also on constructs and literature from sociology, psychology, history, anthropology and demography to demonstrate how multi-disiciplinary theories and findings can be integrated to suggest a social-structural context for current public health problems. This structural understanding is designed to help HBHE doctoral students to reach candidacy with the ability to recognize the social patterning of health problems, and to discuss analytically the social structural influences, opportunities, and constraints affecting individual and social behavior, and, thereby, to develop research hypotheses and interventions or policies that take these into account. The course stresses the development of critical thinking skills, helps students recognize the social patterning of health problems, the historical influences on current health inequalities, and the ways that individual health knowledge and behavior can be reflexive, socially situated, and embedded within larger social, cultural, and historical contexts. The course also considers ways that structural forces may work through material, social psychological, and ultimately biological mechanisms to exert an impact on morbidity and mortality.
Course Goals: The goal of this course is to (1) ensure that all HBHE doctoral students are familiar with a structural perspective on health and social behavior; (2) to provide an in-depth example of how one would complete a structural analysis of a health problem; (3) to prepare students to address questions in the HBHE prelim that will call on them to draw on understanding of structural perspectives, including enhancing their conceptual models with structural elements; and (4) to provide students an opportunity to elaborate a detailed structural perspective on a public health problem of interest to them.
Competencies: Students will gain competency in: (1) critiquing existing public health literature from a structural perspective; (2) drawing on interdisciplinary literature to develop conceptual models that incorporate structural dimensions; (3) developing research hypotheses to test theories informed by a structural perspective; (4) developing research designs to test such hypotheses, using mixed-methods as appropriate; (5) interpreting study findings in light of structural understandings; (6) presenting research ideas that elaborate a structural perspective; and (7) employing structural perspectives in understanding why some interventions and policies are unsuccessful either in being implemented or in ameliorating specific public heath problems, and what are likely to be more promising approaches. In addition to providing skills for students who are interested in focusing on structural analysis in their future work, the course should provide students more interested in other HBHE approaches a basic fluency in structural analysis that will enable fruitful collaborations between doctoral students emphasizing different approaches. Students will also gain experience in presenting and defending their research and ideas in a seminar setting.
Learning Objectives: By the end of the term, students should be able to : (1) explain what a structural perspective is and how a structural analysis differs from simply entering sociodemographic or economic variables into statistical models; (2) understand the importance of history, culture, pervasive ideology, social stratification, and institutionalization to current public health problems and proposed solutions; (3) be attuned to the social patterning of public health problems and their implications; (4) understand how structural dimensions of public health problems influence individual and social behavior;
HBEHED885: Health Education Models of Practice and Interventions at the Community Level
Description: The course is designed as a doctoral seminar for HBHE doctoral students. The course will examine and critique current models of health education and behavior change which intervene at the community level to bring about behavior change which intervene at the community level to bring about behavior change. The focus will be on recognized health education interventions/strategies. Major topics will include: 1) methods for behavior change (i.e., community organizing; mass media, etc.); 2) policy activities; 3) organizational change activities; 4) advocacy activities; 5) community planning models. This course will also be available to second year HBHE masters students on a permission of instructor basis.
Course Goals: The goal of this course is to prepare doctoral level students in HBHE to design, implement and assess health promotion interventions at the organizational, community, and policy level.
Competencies: See Objectives
Learning Objectives: By the end of this course students will be able to:
1. Identify and discuss various strategies and models of health education/health promotion interventions at other than the individual level.
2. Discuss and critique the theory, conceptual frameworks and constructs that serve as the basis of these models.
3. Articulate and critique assumptions underlying these models.
4. Apply these models and constructs to current public health problems.
5. Identify and discuss current evaluation strategies and challenges pertinent to these models.
me as 685.
Prerequisites: HBHE doctoral students or Perm Instr
Description: The course will involve in-depth discussions of issues and problems in using conceptual models, theories of health behavior, and data to inform interventions targeting individual behavior change. Presentations will focus on the rationale for selection of a particular theory or theories, conceptual framework, how the theory or model was used to develop the intervention, measurement of theoretical constructs, and the barriers encountered in the implementation and evaluation phase of the research. Intervention research will include those that target clients, providers and families.
Course Goals: Current faculty intervention studies will form the basis of discussion for several sessions. Some sessions will focus on critique of intervention research in the literature. Some sessions will be lead by a class participant. Since each session relies heavily on class discussion, attendance is required.
Learning Objectives: 1. Describe the role of conceptual models and theories for informing interventions that promote individual behavior change.
2. Discuss the relative utility of various models and theories dependent on the research question and target audience.
3. Articulate the difficulties and limitations of health decision-making models in providing direction in intervention research.
4. Develop and defend a conceptual model using behavioral, social science, and health education theories/constructs to inform an intervention relevant to a current health problem.
5. Discuss current directions in research involving theory and practice.
HBEHED900: Research in Health Behavior and Health Education
Description: Research work undertaken by doctoral students in collaboration with faculty advisers, including participation in on-going departmental research activities. Open only to doctoral students in Health Behavior and Health Education. May be elected more than once.
Prerequisites: SPH MPH and SPH MHSA Residential Students Only or By Instructor Permission
Description: This course is designed to increase students' awareness, knowledge, and understanding of issues related to behavioral, psychological, and structural factors that contribute to understanding population health and health inequities. We will discuss key roles of health professionals in ensuring equitable treatment at multiple levels of influence to enhance population health and reduce health inequities through opportunities to practice skill building using case studies, deliberative dialogues and active listening strategies. This course will have a hybrid style (online & in-class) of instruction.
Course Goals: This course is designed to increase students' awareness, knowledge, and understanding of issues related to behavioral, psychological, and structural factors that contribute to understanding population health and health inequities. We will discuss key roles of health professionals in ensuring equitable treatment at multiple levels of influence to enhance population health and reduce health inequities through opportunities to practice skill building using case studies, deliberative dialogues and active listening strategies.
Competencies: Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels.
Explain the social, political and economic determinants of health and how they contribute to population health and health inequalities.
Explain behavioral and psychological factors that affect a population's health.
Learning Objectives: This course is designed to increase students' awareness, knowledge, and understanding of issues related to behavioral, psychological, and structural factors that contribute to understanding population health and health inequities. We will discuss key roles of health professionals in ensuring equitable treatment at multiple levels of influence to enhance population health and reduce health inequities through opportunities to practice skill building using case studies, deliberative dialogues and active listening strategies.
Prerequisites: SPH MPH and SPH MHSA Residential Students Only or By Instructor Permission
Description: This course is designed to provide an overview of qualitative research methods as commonly used in the field of public health. Students will learn about study design, data collection, and data analysis techniques. This course will have a hybrid style (online & in-class) of instruction.
Course Goals: Students will learn about the role of qualitative methods and sciences in describing and assessing a population's health.
Competencies: • Students will be able to select qualitative data collection methods appropriate for a given public health context
• Students will be able to analyze qualitative data
Learning Objectives: Through this course:
? Students should be able to critically read and assess public health research that incorporates qualitative methods
? Students should be able to identify opportunities for and to correctly apply qualitative methods in public health research
? Students should learn different approaches of data collection and assess their suitability for a study design
? Students should develop basic skills in qualitative data analysis
Prerequisites: SPH MPH and SPH MHSA Residential Students Only or By Instructor Permission
Advisory Prerequisites: None
Description: This course will cover fundamental skills in how to communicate science and health information clearly to both scientific and non-scientific audiences. This course will primarily be online with periodic in-person meetings.
Course Goals: - Provide foundational skills in clear scientific writing and presentation
- Convince students that communications should be intentional in design, purpose-driven, and audience-specific
- Demonstrate that communication design is an iterative, feedback-driven process
- Introduce concept of cultural humility in the context of communications
Competencies: CEPH Foundational C18. Select communication strategies for different audiences and sectors
CEPH Foundational C19. Communicate audience-appropriate public health content, both in writing and through oral presentation
CEPH Foundational C20. Describe the importance of cultural competence in communicating public health content.
Learning Objectives: - Students should gain skills in message prioritization, use of clear language, and narrative structures for science communication
- Students should be able to identify and provide examples of the different ways that communications can fail to achieve their objectives, especially if cultural / contextual issues are not considered.
- Students should build their self-efficacy in ability to communicate public health content in written and oral forms for relevant audiences
- Students should be able to analyze how different communication modalities and formats might align with different situations, audiences, and goals.