Master of Public Health (M.P.H.)

Through this course, students work toward developing the written, oral, and online communication skills needed for success as scholar-practitioners and as public health professionals. Students learn theory and strategy-based communication principles for effectively disseminating public health information to varying audiences. They explore risk communication, communication program planning, problem analysis, audience analysis, message strategies, media channels, and the impact of media on public health. Students also engage in a variety of discussion and application-based activities focused on scholarly writing, critical thinking, professional goal setting, and academic integrity in publications and research.

Natural and human-caused disasters continue to affect society, facilitating the need for professionals who possess an overarching understanding of the foundational concepts of public health as well as knowledge of awareness and preparedness. Students in this course evaluate key aspects of public health, including its history, mission, essential services, core functions, infrastructure, resources, workforce, achievements, challenges, and career options. They explore these facets through case studies, hypothetical scenarios, and journal articles. Although the main focus of this course is on the public health system in the United States, students also address global issues and views of public health on a global level.

In this course, students identify and analyze the major social, behavioral, and cultural variables and issues that affect the health of populations, including community, gender, age, socioeconomic status, race, ethnicity, environment, and behavioral risks. Students also explore research, theoretical, and conceptual frameworks from the social and behavioral sciences. They apply these frameworks and other theories presented in the course to intervention strategies or program initiatives that address current public health problems and reduce health disparities. Through a final paper and critique, students demonstrate their understanding of content presented in the course, share ideas and perspectives, and provide feedback to peers.

Public health officials are better equipped to plan effective public health programs if they have a fundamental understanding of how people contract disease as well as how their bodies resist disease and toxins. In this course, students explore the implications of advances in biology on approaches to public health practice. Students explore the biological and molecular basis of public health; ethical issues related to public health biology; the effects of genetics and genomics on health and disease; the application of biological principles and behavioral theories to disease prevention, control, and management programs; and the role of the immune system in individual and population health. Students also engage in practical exercises on anatomical and pathophysiological processes, including those involved in the regulation of food intake, energy, homeostasis, and metabolism.

Students in this course address the application and interpretation of biostatistics in public health research and practice, including descriptive methodologies, statistical inference and probability, analysis of variance, and simple linear regression. Students are introduced to a statistical computer package such as SPSS.

Methods for influencing and improving health outcomes of individuals and populations are at the forefront of health policy and management. With this in mind, the Department of Health and Human Services launched a national, comprehensive plan—Healthy People 2010—designed to promote health and prevent disease. Students in this course expand on these goals to develop a solid foundation for understanding the need for effective health policy and management and the role of the public health professional charged with influencing local, state, and federal policy. Students identify and assess components of organization, financing, and delivery of health services and systems in the United States. They engage in a variety of contextual and practical assignments focused on management theories, policy processes, systems thinking, strategic planning and partnerships, quality and performance improvement, leadership, and organizational behavior. Students also consider the impact of global trends on public health practice, policy, and systems.

Students in this course are offered a comprehensive overview of environmental factors that affect the health and safety of a community. Students examine causal links between chemical, physical, and biological hazards in the environment and their impact on health. They also explore the genetic, physiologic, and psychosocial factors that influence environmentally compromised health outcomes. Students investigate environmental risk assessment methods; strategies for effective management and control of environmental exposures; and legal, regulatory, and ethical considerations at the federal, state, and local levels. Using theories and methods presented in the course, students assess current solutions and consider new ways to address environmental threats, such as waste, water, air, vectors, and global warming as well as issues related to bioterrorism and disaster preparedness and management.

Public health officials frequently use epidemiologic research to develop educational strategies and intervention programs to improve the overall health of communities. Using an epidemiological approach, students in this course examine the incidence, prevalence, and patterns of disease and injury in populations and learn how to apply these concepts to the control of public health problems. Students identify key sources of data for epidemiological purposes and address principles and limitations of public health screening programs. They also learn to calculate basic epidemiological measures and draw appropriate inferences from epidemiological data and reports. Through this course, students gain a deeper understanding of the various research designs and methodologies professionals use in public health research. (Prerequisites: PUBH 6110 or PUBH 6125.)

Information technology (IT) in public health practice has many functions, one of which is the dissemination of important information about disease and disease prevention, which organizations use in the management of critical issues in public health. Students in this course examine the various applications of IT in public health practice to access, interpret, and evaluate data that supports decision making and effective communication. They examine legal and ethical principles in the dissemination of information in public health settings as well as the use of informatics methods and resources as strategic tools to promote public health. Students also explore the collaborative approach to the design, implementation, and evaluation of informatics programs. Through the analysis of various case studies, students sharpen their critical-thinking and decision-making skills while gaining an understanding of the various phases of informatics project development, information architecture, and immunization registry. They also engage in practical exercises on information systems evaluation, IT personnel management, and procurement and requests for proposals (RFPs).

The focus of this course is on the competencies required of the public health professional in planning for the design, development, implementation, and evaluation of community health promotion and disease prevention initiatives. Attention is given to needs assessment and the social, behavioral, environmental, biological, and economic factors that contribute to health outcomes. Strategic approaches to planning, implementation, and evaluation including cost-benefit analysis are addressed. Health behavior theories are considered in the development of educational programs, the application of evaluation findings, and prioritization of community concerns and resources.

Critical issues, such as infectious diseases, inadequate healthcare access, and an aging population, require leaders who have a diverse skill set as well as the professional and ethical sensibilities needed to lead efforts that improve quality of life for individuals and communities. In this course, students examine theories of leadership as well as the professional attributes, skills, styles, and strategies required to advance public health goals. They explore ethical choices, values, professionalism, opportunities for advocacy, and the application of principles of social justice implicit in public health decisions and practice. Students learn how to employ collaborative methods for working with and motivating diverse communities and constituencies, and they consider methods and develop new strategies for evaluating and solving current problems in healthcare.

Public health professionals use the results of research in many ways, including in the development of programs and interventions designed to enhance the health of communities as well as to demonstrate the efficacy of programs to stakeholders who provide funding. Students in this course engage in an examination of the research that informs public health programs, policy, and practice. Students examine the logic that underlies scientific research; study design; sampling; identification of variables; methods of data collection and analysis; key concepts in measurement, including reliability and validity; program evaluation; and research ethics. Students also explore the methods of participatory research as well as statistical software used to support research. Gaining practical experience, students develop a research manuscript through which they engage in an integrative literature review and analyze and apply various components of research, including data sets; study designs, variables and measurements, participants; data analysis; and strategies and skills for presentation of research. (Prerequisites: PUBH 6110 or PUBH 6125 and PUBH 6120 or PUBH 6145.)

Students in the practicum are provided with the opportunity to apply and integrate the knowledge and skills acquired throughout their program of study and to further develop key professional competencies. Students engage in a field experience in a select public health setting, which they align to their academic and professional goals. Supervision by an on-site preceptor is a critical component of the practicum. The on-site supervisor and the course instructor monitor and evaluate students’ performance throughout the entire practicum experience. This course requires students to complete 240 hours of practicum work. They must also participate in an accompanying online seminar course and begin to develop an ePortfolio based on assigned professional development activities.

A major responsibility of public health professionals is to maintain balance between individual rights and the wellbeing of communities. To do this, they must understand the ethical, social, and legal issues surrounding the public health arena. Students in this course explore these concepts while examining the role of federal, state, and local government in the assurance of public health through legislation and regulation. Students investigate contemporary legal and regulatory issues arising in public health practice and emergencies, and they assess public health security and preparedness in response to bioterrorism and disasters. They also discuss the impact of cost, benefits, legal factors, and other considerations on ethical research and practice. Through the application of theories and concepts assessed in the course, students propose potential solutions to current public health issues.

This course is the continuation of PUBH 6635 Practicum I - Field Experience in Public Health. The capstone experience is an opportunity for students to demonstrate their mastery of principles, concepts, and content presented throughout the program and through their practicum field experience. In this course, students complete their ePortfolio based on their field experience and develop a substantive written paper or project. Students also engage in group discussions during which they consider career development plans, reflect on the promotion of social change, and exchange feedback on final portfolio work and lessons learned.