Description: Application of epidemiological methods and concepts to analysis of data from epidemiological, clinical or laboratory studies. Introduction to independent research and scientific writing under faculty guidance.
Prerequisites: Enrolled in Epidemiology MS programs
Description: This capstone research project course is designed for Epidemiology MS students (30-credit or 48-credit CESM programs). Working with their mentor, students are expected to develop an original research project to address public health problems using epidemiologic methods.
Students will have the opportunity to apply what they learned in their coursework to important public health questions. Students will work with a faculty mentor to conduct a literature review, develop a research project, develop and implement an analysis plan, write up the results and discuss the implications of the findings, and present their work in the annual Epidemiology Poster Day.
Students are expected to begin their capstone project in their first term and complete it in the second term of their final year (or only, for one-year programs) of training (three credits per term, for a total of six credits). The Epidemiology Master’s committee will help students find an appropriate mentor. Details regarding the structure of capstone writing products and evaluation guidelines will be provided in the MS Student Handbook.
Learning Objectives: The learning objectives of and skills employed in this course are determined by the specific research project. The list below (which is not exhaustive) provides examples of learning objectives for this course:
1. Assess knowledge gaps in the scientific literature;
2. Develop a scientific research question designed to address a gap in the scientific literature
3. Identify appropriate data sources to address a research question;
4. Better understand the role of data in understanding public health problems;
5. Create a data collection instrument and/or collect data;
6. Analyze data (quantitative or mixed data – including both quantitative and qualitative) to test research hypotheses relevant to public health in a manner that reflects principles of epidemiology (e.g., study design, measurement, confounding, etc);
7. Generate appropriate data visualizations and/or presentations;
8. Communicate the significance, approach, and implications of epidemiological research in a written format appropriate for the target audience;
9. Complete research ethics training through the Program for the Education and Evaluation of Responsible Research and Scholarship (PEERRS). Two modules are required: Human Subjects Research Protections and Responsible Conduct of Research and Scholarship (RCRS).
Description: This course focuses on leadership skills and strategic planning for public health and healthcare professionals with the ultimate goal of readying students for public health 3.0. Students will learn approaches to empower teams and to collaborate across sectors and will practice using systems thinking and policy evaluation as tools for promoting health for individuals and populations. The course will include self-assessment of leadership skills, practice in identifying appropriate leadership and management techniques, and analysis of case studies to understand policy evaluation and systems thinking. Students will be encouraged to bring real-world experience to the class lessons and discussions.
Learning Objectives: 1. Understand the basic structure of the public health system
2. Describe the reasons for and concepts behind Public Health 3.0
3. Discuss systems thinking mindset and utilize tools of systems thinking
4. List steps in policy analysis and evaluation and apply skills of policy analysis
5. Understand the concept of health in all policies
6. Be familiar with leadership styles in public health
7. Understand the differences in public health management and public health leadership
8. State their own leadership style
9. Apply leadership skills in a case-study
10. Be familiar with tools that are available for policy evaluation, systems thinking, and public health leadership
Undergraduates are allowed to enroll in this course.
Description: PUBHLTH 516 is an accelerated 7-week course that highlights foundational leadership skills needed by public health professionals to effectively work in interprofessional teams. Course themes include self-reflection on leadership style, growth mindset, fostering collaboration, motivating teams to accomplish goals, leading change, and guiding decision making.
Learning Objectives: Students should be able to:
1. Identify their leadership style.
2. Explain the importance of active learning and resilience in strengthening leadership skills.
3. Understand leadership structures across health sectors and the roles of public health professionals in leading change.
4. Describe the key domains of interprofessional practice.
5. Develop a mission, vision, and values to guide the work of teams.
6. Describe strategies to foster collaboration among interprofessional groups.
7. Compare strategies for motivating and influencing teams to accomplish goals.
8. Explain the relationship between leadership and learning through growth mindset principles.
9. Describe how interpersonal agility inspires risk-taking and collaboration.
