population, family and reproductive health … degree programs 2016-2017 handbook johns hopkins...

Population, Family and Reproductive Health

MASTERS DEGREE PROGRAMS

2016-2017 HANDBOOK

Johns Hopkins Bloomberg School of Public Health Department of Population, Family and Reproductive Health

615 N. Wolfe Street | Baltimore, MD 21205

2016-2017 PFRH Masters Degree Programs Handbook August 2016 of 89

Table of Contents PART I MSPH DEGREE PROGRAM ...................................................................................................................5

Department and School-wide Requirements ..........................................................................................................8

PFRH Focal Area Requirements ............................................................................................................................ 10

Master’s Essay and Presentation Requirement ................................................................................................... 18

MSPH Field Placement Guidelines ....................................................................................................................... 19

Guidelines for the Master’s Essays and Presentations ........................................................................................ 23

PART II MHS DEGREE PROGRAM .................................................................................................................. 29

Department and School-wide Requirements ....................................................................................................... 32

PFRH Focal Area Requirements ............................................................................................................................ 34

Guidelines for the Master’s Essay and Presentation Requirement ..................................................................... 42

Introduction ......................................................................................................................................................... 42

PART III MHS IN DEMOGRAPHY PROGRAM .................................................................................................. 47

Department and School-wide Requirements ....................................................................................................... 50

Guidelines for the Master’s Essays and Presentations ........................................................................................ 51

PART IV PFRH-General Information .............................................................................................................. 57

PART V PFRH-Certificate Programs ............................................................................................................... 61

Maternal and Child Health ................................................................................................................................... 63

Public Health Economics ...................................................................................................................................... 65

Adolescent Health ................................................................................................................................................ 68

Demographic Methods......................................................................................................................................... 70

Population and Health ......................................................................................................................................... 72

APPENDICES ................................................................................................................................................ 75

Appendix I. Department, Degree Program, and Focal Area Competencies ................................................... 77

Appendix II. Work Agreement ......................................................................................................................... 78

Appendix III. Student Field Placement Evaluation Report ................................................................................ 79

Appendix IV. Student Evaluation of Preceptor ................................................................................................. 80

Appendix V. Preceptor Evaluation of Student ................................................................................................. 81

Appendix VI. Masters Essay Topic Form ........................................................................................................... 82

Appendix VII. Reader Approval Form ................................................................................................................ 83

Appendix VIII. Master’s Essay Distinction Award Nomination Form ................................................................ 84

Appendix IX. Essay Template ............................................................................................................................ 85

Appendix X. PFRH Degree Requirements Waiver Request .............................................................................. 89

PART I MSPH DEGREE PROGRAM

PFRH-MSPH Degree Program 2016-17


This section of the PFRH handbook describes the program of study for MSPH students. It is based on the competencies for the program shown in Appendix I: Department, Degree Program, and Focal Area Competencies. All PFRH MSPH students should have a fundamental understanding of life course perspectives on health, population dynamics or methods, statistical methods and their application, epidemiology, research ethics, management, environmental health and a broad prospective about public health practice or research in addition to having expertise in a particular focal area. During the program, students are required to:

• Successfully complete: two (2) core PFRH course requirements, including Life Course Perspectives on Health 380.604 or 380.604.81 and either Principles of Population Change 380.600 or Demographic Methods380.603 or 380.603.81; three (3) focal area requirements; Epidemiologic Inference I 340.721.60); Statistic Reasoning (140.611-612) or, Statistic Methods in Public Health (140.621-623); three (3) units of Research Ethics as well as, Academic and Research Ethics (550.860);

• Achieve a grade point average (GPA) of 2.75 or higher in all course work in order to be in good academic standing

• Successfully complete the MSPH practicum*

• Successfully complete the required final culminating MSPH essay and presentation.

• Complete a minimum of 128 academic units, including 16 units minimum each term to be considered full-time students. During the field placement, students will earn 16 units in both the 5th and 6th terms of the program. **

PFRH Policy Regarding Academic Requirements: The Director of the Masters’ Programs and Academic Coordinator review and credential the academic progress of all Masters’ students at the end of each term. A Course Selection and Tracking Form summarizing the student’s progress is provided to the advisor and student immediately after the review. The Course Selection and Tracking Form notes if a student is not making satisfactory progress. If a student is not showing satisfactory progress, then the student and advisor are required to meet and provide a formal letter to the Director of the Masters’ Programs indicating how the student will meet the necessary academic standards. A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core requirement either by repeating the same course or by completing another course that meets the same core requirement (if available). Before students can undertake their field placement, they must successfully complete the following requirements by the end of the 4th term, first academic year of matriculation:

• PFRH Core course requirements and

• PFRH Focal Area requirements

• Achieve a minimum 2.75 GPA or higher in all course work

Failing to meet any of the above conditions before the time of presentation will result in postponement of graduation. If an MSPH student cannot meet the above academic standards, a formal request will be submitted by the student and advisor to the Director of the Masters’ Programs. Judgment concerning dismissal from the program for students demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Chair of PFRH. Waivers With approval of their academic advisor, students may request a waiver for PFRH core course or focal area specific requirements if they can provide evidence regarding related work experience or prior coursework which duplicates course offering. A course description and syllabus from the prior course should be submitted with the request. Students requesting a course waiver should identify, in advance, the other course(s) that will be taken in lieu of the required course. The total number of credits required for completion of the degree remains the same. For a full list of Department policies and waivers refer to the General Information Handbook. *Students currently cannot undertake externship activities in Kansas, Kentucky, Missouri, North Carolina, New Hampshire, Ohio, or Oregon. For more information, please contact a program representative. JHSPH externship activities include: Practicum, Field Placement, Administrative Residency, Research Project, Clinical Rotations, Research Hours, or Apprenticeship. **A waiver may be granted upon certain circumstances to take 15 credits for up to two terms.



Department and School-wide Requirements The following tables outline the course work required for MSPH students. The Core PFRH course requirements are followed by courses required by the school for professional Masters degree programs and by the focal areas selected by students. The following tables list the core departmental and school-wide course requirements for all MSPH students.

CORE DEPARTMENT REQUIREMENTS Students Must take Life Course and either Principles of Population Change or Demographic Methods for Public Health Course Number Course Name Units Term Students must take the following 380.604 or 380.604.81

Life Course Perspectives on Health * 4 1

Choose 1 380.600.01 Principles of Population Change** 4 2 380.603 or 380.603.81

Demographic Methods for Public Health

4 2 4 3

* Fulfills School-wide social and behavioral sciences requirement. ** Please note that if Principles of Population Change is taken to fulfill the Core Department requirement, it CANNOT also be counted toward a focal area requirement.

QUANTITATIVE REQUIREMENTS Students must take 340.601 and choose a Statistics Course Series. Course Number Course Name Units Term 340.721.60 or 340.721.81

Epidemiologic Inference I

5 1, 5 3

Statistics-Choose either 140.611-612 or 140.621-623 140.611 or 140.611.81

Statistical Reasoning in Public Health I1 3 1 3 1

140.612 or 140.612.81

Statistical Reasoning in Public Health II 3 2 3 2

140.621 Statistical Methods in Public Health I2 4 1 140.622 Statistical Methods in Public Health II 4 2 140.623 Statistical Methods in Public Health III 4 3 140.624 Statistical Methods in Public Health IV* 4 4

1(Provides conceptual understanding of statistical ideas and methods; limited calculations.) Students with a working knowledge of calculus and linear algebra may elect to take the 140.651-654 Methods in Biostatistics I-IV series. This series presents statistical methods for advanced students and requires knowledge of calculus/linear algebra.

2Covers statistical concepts and calculations for data analysis; develops statistical computing skills; 621-624 is the minimum required for doctoral programs in PFRH *Optional

http://www.jhsph.edu/courses/course/22528/2016/380.604.01/life-course-perspectives-on-health


http://www.jhsph.edu/courses/course/22835/2016/380.600.01/principles-of-population-change

http://www.jhsph.edu/courses/course/22836/2016/380.603.01/demographic-methods-for-public-health


http://www.jhsph.edu/courses/course/22669/2016/340.721.60/epidemiologic-inference-in-public-health-i


http://www.jhsph.edu/courses/course/22414/2016/140.611.81/statistical-reasoning-in-public-health-i

http://www.jhsph.edu/courses/course/22770/2016/140.612.01/statistical-reasoning-in-public-health-ii

http://www.jhsph.edu/courses/course/22730/2016/140.612.81/statistical-reasoning-in-public-health-ii

http://www.jhsph.edu/courses/course/22457/2016/140.621.01/statistical-methods-in-public-health-i

http://www.jhsph.edu/courses/course/22736/2016/140.622.01/statistical-methods-in-public-health-ii

http://www.jhsph.edu/courses/course/23151/2016/140.623.01/statistical-methods-in-public-health-iii

http://www.jhsph.edu/courses/course/23587/2016/140.624.01/statistical-methods-in-public-health-iv



RESEARCH ETHICS REQUIREMENTS Students are required to take a minimum of 3 units of Research Ethics as well as 550.860, Academic and Research Ethics Course Number Course Name Units Term 550.860.82 Academic and Research Ethics 0 1 306.665 Research, Ethics and Integrity: US and International Issues 3 3 Choose a minimum of 3 units 306.663 Legal and Ethical Issues in Health Services Management 3 4 221.616.01 or 212.616.81

Ethics of Public Health Practice in Developing Countries 2 4

306.655 Ethical Issues in Public Health 3 4 MANAGEMENT REQUIREMENTS Choose 1 course Course Number Course Name Units Term 380.624 or 380.624.81

Maternal and Child Health Legislation and Programs 4 2

380.665 Family Planning Policies and Programs 4 3

Although several courses offered in other departments may fulfill this requirement, you must petition the Masters Committee with the consent of your advisor to take an alternative. Please note that if you take MCH Legislation and Programs or Family Planning Policies and Programs to fulfill your Management requirement, it CANNOT also be counted toward a focal area requirement. ENVIRONMENTAL HEALTH REQUIREMENTS Choose 1 course Course Number Course Name Units Term 180.611 Global Environment and Public Health 4 1 180.629 Environmental and Occupational Health Law and Policy 4 3 180.660 Introductory Principle of Environmental Health 3 3

http://www.jhsph.edu/courses/course/22578/2016/550.860.82/academic-research-ethics-at-jhsph

http://www.jhsph.edu/courses/course/23252/2016/306.665.01/research-ethics-and-integrity-u-s-and-international-issues

http://www.jhsph.edu/courses/course/23510/2016/306.663.01/legal-and-ethical-issues-in-health-services-management

http://www.jhsph.edu/courses/course/23574/2016/221.616.01/ethics-of-public-health-practice-in-developing-countries


http://www.jhsph.edu/courses/course/23528/2016/306.655.01/ethical-issues-in-public-health

http://www.jhsph.edu/courses/course/22837/2016/380.624.01/maternal-and-child-health-legislation-and-programs


http://www.jhsph.edu/courses/course/23189/2016/380.665.01/family-planning-policies-and-programs

http://www.jhsph.edu/courses/course/22580/2016/180.611.01/the-global-environment-climate-change-and-public-health

http://www.jhsph.edu/courses/course/23200/2016/180.629.01/environmental-and-occupational-health-law-and-policy

http://www.jhsph.edu/courses/course/23232/2016/180.660.01/introductory-principles-of-environmental-health



PFRH Focal Area Requirements Students must take a minimum of three required courses from one of the department’s focal areas. The courses fulfilling these requirements must be taken in addition to any departmental or the school-wide course requirements. The current focal areas for students include the following:

• Adolescent Health

• Child Health

• Maternal, Fetal and perinatal health

• Population and Health

• Sexual and Reproductive Health

• Women’s Health

If students choose to complete a secondary focal area, courses may be counted for both the primary and secondary focal areas, but three courses must be completed in their primary focal area before undertaking their internships. Students cannot double count courses which are taken for the management requirement. In addition to these courses, the department encourages students to select electives from the focal areas to enhance their breadth and depth of a particular focal area; the third and fourth terms of the second year of study are a good time to take these courses. Focal areas are listed in alphabetical order.



ADOLESCENT HEALTH Required Course Number Course Name Units Term

Principal Health Concerns (Choose 1)

380.623.81 Adolescent Health and Development 3 3

380.747.81 International Adolescent Health 3 4

Population Health Promotion and Health Services and Systems Delivery Strategies ( Choose 1)

380.624 or 380.624.81

Maternal and Child Health Legislation and Programs* 4 2

380.665 Family Planning Policies and Programs* 4 3

380.625 Attitudes, Programs and Policies for Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns (Students must take the following)

380.725 The Social Context of Adolescent Health and Development 3 4 Electives Course Number Course Name Units Term Principal Health Concerns 380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond** 3 2 380.762 HIV Infection in Women, Children and Adolescents 4 4 380.761 or 380.761.81

Sexually Transmitted Infections in Public Health Practice 4 3 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies 380.747 International Adolescent Health 3 4 380.623.81 Adolescent Health and Development 3 3 380.771 Understanding International Reproductive Health Policy 3 4 380.761 or 380.761.81

Sexually Transmitted Infections in Public Health Practice

4 3 4 4

380.640 Children in Crisis 3 3 318.654 Adolescence Crime & Justice 4 3 410.626 Alcohol, Society and Health 3 3 410.657 Community Strategies for Sexual Risk Reduction 3 4 380.760 Clinical Aspects of Reproductive Health 3 3 380.665 Family Planning Policies and Programs 4 3 380.721 Schools and Health 3 4 380.625

Attitudes, Programs and Policies for Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns 380.749 Adolescent. Sexual and Reproductive Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond** Variable 2

318.654 Adolescence, Crime and Justice 4 3

380.640 Children in Crisis 3 3

*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **This course has been cancelled for 2016-17 Academic School Year.

http://www.jhsph.edu/courses/course/23340/2016/380.623.81/adolescent-health-and-development

http://www.jhsph.edu/courses/course/23767/2016/380.747.81/international-adolescent-health



hthttp://www.jhsph.edu/courses/course/23189/2016/380.665.01/family-planning-policies-and-programstp:/www.jhsph.edu/courses/course/380.665/01/2014/19870/

http://www.jhsph.edu/courses/course/23254/2016/380.625.01/attitudes-programs-and-policies-for-children-with-special-health-care-needs

http://www.jhsph.edu/courses/course/23521/2016/380.725.01/the-social-context-of-adolescent-health-and-development

http://www.jhsph.edu/courses/course/22907/2016/380.720.01/masculinity-sexual-behavior-health-adolescence-beyond

http://www.jhsph.edu/courses/course/23753/2016/380.762.81/hiv-infection-in-women-children-and-adolescents

http://www.jhsph.edu/courses/course/23186/2016/380.761.01/sexually-transmitted-infections-in-public-health-practice




http://www.jhsph.edu/courses/course/23744/2016/380.771.01/understanding-and-changing-international-reproductive-health-policy



http://www.jhsph.edu/courses/course/221.640/01/2014/20332/

http://www.jhsph.edu/courses/course/23106/2016/318.654.01/adolescents-crime-and-justice


http://www.jhsph.edu/courses/course/23735/2016/410.657.01/communication-strategies-for-sexual-risk-reduction

http://www.jhsph.edu/courses/course/23294/2016/380.760.01/clinical-aspects-of-reproductive-health


http://www.jhsph.edu/courses/course/23613/2016/380.721.01/schools-and-health


http://www.jhsph.edu/courses/course/23778/2016/380.749.01/adolescent-sexual-and-reproductive-health






CHILD HEALTH Required Course Number Course Name Units Term


223.663 Infectious Diseases and Child Survival 3 3

380.625 Attitudes, Programs & Policies for Children with Special Health Care Needs 3 3


380.624 or 380.624.81


221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

3 3

380.740.81 Nutrition Programs, Policies, Politics in the United States: The Impact on Maternal, Child and Family Health

3 2

380.661 Clinical Aspects of Maternal and Neonatal Health 3 3

Frameworks for Evaluating Principal Health Concerns (Students must choose 1)

380.642.81 Child Health and Development 3 2 Electives Course Number Course Name Units Term

Principal Health Concerns 380.640 Children in Crisis 3 3 330.640.01 Childhood Victimization 3 4 380.744.81 Nutrition and Growth in Maternal and Child Health 2 1 380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and

Children 3 4

380.762.81 HIV Infection in Women, Children & Adolescents 4 4 221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income

Countries 4 2

Population Health Promotion and Health Services and Systems Delivery Strategies



3 2

380.742 Family Health, Public Health and Policy 3 4

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.765

Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4



330.640 Childhood Victimization 3 4

380.721 Schools and Health 3 4



Frameworks for Evaluating Principal Health Concerns 380.640 Children in Crisis 3 3 380.623.81 Adolescent Health and Development 3 3 380.744.81 Nutrition and Growth in Maternal and Child Health 2 1

410.752 Children, Media and Health 3 3 *This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

http://www.jhsph.edu/courses/course/23162/2016/223.663.01/infectious-diseases-and-child-survival




http://www.jhsph.edu/courses/course/22830/2016/221.627.01/issues-in-the-reduction-of-maternal-and-neonatal-mortality-in-low-income-countries

http://www.jhsph.edu/courses/course/22964/2016/380.740.81/nutrition-programs-policy-and-politics-in-the-united-states-the-impact-on-maternal-child-and-family-health

http://www.jhsph.edu/courses/course/23378/2016/380.661.01/clinical-aspects-of-maternal-and-newborn-health

http://www.jhsph.edu/courses/course/22940/2016/380.642.81/child-health-and-development


http://www.jhsph.edu/courses/course/23799/2016/330.640.01/childhood-victimization-a-public-health-perspective

http://www.jhsph.edu/courses/course/22600/2016/380.744.81/nutrition-and-growth-in-maternal-and-child-health

http://www.jhsph.edu/courses/course/23600/2016/380.765.81/preventing-infant-mortality-and-promoting-the-health-of-women-infants-and-children





http://www.jhsph.edu/courses/course/23766/2016/380.742.01/family-health-public-health-and-policy











http://www.jhsph.edu/courses/course/23127/2016/410.752.01/children-media-and-health



MATERNAL, FETAL AND PERINATAL HEALTH Required

Course Number Course Name Units Term

Principal Health Concerns (Select the following)

380.664 Reproductive and Perinatal Epidemiology 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.624 or 380.624.81


221.627


4 2

380.661

Clinical Aspects of Maternal and Newborn Health 3 3

Frameworks for Evaluating Principal Health Concerns (Choose 1)

120.620 or 120.620.81

Fundamentals of Reproductive Biology 3 1

3 2

Electives


Principal Health Concerns

380.662

Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children

3 4

Population Health Promotion and Health Services and Systems Delivery Strategies 380.661 Clinical Aspects of Maternal and Newborn Health 3 3


3 4

380.740.81 Nutrition Programs, Policy and Politics in the United States: the Impact On Maternal, Child and Family Health

3 2

Frameworks for Evaluating Principal Health Concerns

380.655 Social and Economic Aspects of Human Fertility 4 2 380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive

Health 4 2

*This course cannot be used to fulfill both the PFRH core course requirements and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

http://www.jhsph.edu/courses/course/23548/2016/380.664.01/reproductive-and-perinatal-epidemiology





http://www.jhsph.edu/courses/course/22446/2016/120.620.01/fundamentals-of-reproductive-biology


http://www.jhsph.edu/courses/course/22883/2016/380.662.01/critiquing-the-research-literature-in-maternal-neonatal-and-reproductive-health





http://www.jhsph.edu/courses/course/22655/2016/380.655.01/social-and-economic-aspects-of-human-fertility




POPULATION AND HEALTH Required

Course Number Course Name Units Term Principal Health Concerns ( Choose 1) 380.655 Social and Economic Aspects of Human Fertility 4 2 380.750 Migration & Health Concepts Rates and Relationships 3 3 Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.665 Family Planning Policies and Programs* 4 3 221.627


4 2

221.646 Health Systems in Low and Middle Income Countries 2 3 380.624 or 380.624.81



380.655 Social and Economic Aspects of Human Fertility 4 2

380.750

Migration & Health Concepts Rates and Relationships 3 3

380.600.01 Principles of Population Change* 4 2

380.756 Poverty, Economic Development and Health** 4 2

Electives



380.635

Introduction to Urban Health 3 4

380.664

Reproductive and Perinatal Epidemiology 4 4

380.765.81


3 4

380.767 Couples and Reproductive Health 3 1

Population Health Promotion and Health Services and Systems Delivery Strategies 221.627


4 2

221.646.81 Health Systems in Low and Middle Income Countries 3 2

380.624 or 380.624.81


380.760 Clinical Aspects of Reproductive Health 3 3



*This course cannot be used to fulfill both the PFRH core course requirements and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **This course has been cancelled for 2016-17 Academic School Year.


http://www.jhsph.edu/courses/course/23329/2016/380.750.01/migration-and-health-concepts-rates-and-relationships



http://www.jhsph.edu/courses/course/22939/2016/221.646.81/health-systems-in-low-and-middle-income-countries






http://www.jhsph.edu/courses/course/23745/2016/380.635.01/introduction-to-urban-health



http://www.jhsph.edu/courses/course/22426/2016/380.767.01/couples-and-reproductive-health









SEXUAL AND REPRODUCTIVE HEALTH Required




Population Health Promotion and Health Services and Systems Delivery (Choose 1)


380.761 or 380.761.81

Sexually Transmitted Infections in Public Health Practice***

4 3

4 4



120.620 or 120.620.81


380.655. Social and Economic Aspects of Human Fertility 4 2

Electives



380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond** Variable 2 380.749 Adolescent Sexual and Reproductive Health 3 4 380.761 or 380.761.81


4 3 4 4

380.762.81 HIV infection in women, children and adolescents 4 4 380.760 Clinical Aspects of reproductive health 3 3 380.623.81 Adolescent Health and Development 3 3


380.624 or 380.624.81


380.667 Women’s Health policy 3 4

380.768.81 Selected topics in women’s health and women’s health policy 4 1

410.657 Community Strategies for Sexual Risk Reduction 3 4



*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **This course has been cancelled for 2016-17 Academic School Year. ***The on-site option will be offered only if there is adequate student enrollment in the course.






http://www.jhsph.edu/courses/course/120.http:/www.jhsph.edu/courses/course/22446/2016/120.620.01/fundamentals-of-reproductive-biology620/01/2014/18850/













http://www.jhsph.edu/courses/course/23579/2016/380.667.01/women-s-health-policy

http://www.jhsph.edu/courses/course/22629/2016/380.768.81/selected-topics-in-women-s-health-and-women-s-health-policy





WOMEN’S HEALTH Required


Principal Health Concerns (Choose 1) 380.666 Women’s Health 3 3


380.667 Women’s Health Policy 3 4 380.760

Clinical Aspects of Reproductive Health 3 3

Frameworks for Evaluating Principal Health Concerns (Select the following) 120.620 or 120.620.81


3 2

Electives




221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries

4 2

380.762.81 HIV Infection in Women, Children & Adolescents 4 4


380.624 or 380.624.81


380.665 Family Planning Programs and Policies 4 3


380.666 Women’s Health 3 3

380.667 Women’s Health Policy 3 4

380.662 Critiquing the Research Literature in Maternal Neonatal and Reproductive Health 4 2

http://www.jhsph.edu/courses/course/23203/2016/380.666.01/women-s-health








http://www.jhsph.edu/courses/course/22837/2016/380.624.01/maternal-and-child-health-legislation-and-programs.








Focal Areas under Development

New focal areas are currently under development, one of which is shown below. Some courses in urban health are available to students as electives during Academic Year 2016-17. Special studies options may also be available to students as faculty pilot new courses. URBAN HEALTH Course Number Course Name Units Terms

380.635 Introduction to Urban Health

3 4

221.624.81 Urban Health in Developing Countries

3 4

180.655 Baltimore Food Systems

4 3

380.756 Poverty, Economic Development & Health* 4 2

301.615

Seminar in Health Disparities 3 2

380.750 Migration & Health 3 3

*This course has been cancelled for 2016-17 Academic School Year.


http://www.jhsph.edu/courses/course/23728/2016/221.624.81/urban-health-in-developing-countries

http://www.jhsph.edu/courses/course/23331/2016/180.655.01/baltimore-food-systems-a-case-study-of-urban-food-environments

http://www.jhsph.edu/courses/course/22868/2016/301.615.01/seminar-in-health-disparities




Master’s Essay and Presentation Requirement All Master’s students are required to successfully complete a culminating Master’s Essay and Presentation. The Guidelines for the Master’s Essays and Presentations for each can be found starting page 23 as well as the CoursePlus site which has further details on the process. Registration Requirements for Master’s Essay and Presentation: 380.840 Special Studies and Research in PFRH:

Master’s Essay/Presentation 3-6 units – 7th Term* 3-5 units – 8th Term

*Students need to take a minimum of 3 units of special studies. If taking more than 3 units student must meet weekly with 1st reader.

MSPH Practicum/Field Placement MSPH students are required to complete a two-term practicum/field placement experience; minimum of 4 months full-time, or no less than 680 full time work hours. Students must be in good academic standing and have completed the PFRH Core course and PFRH Focal Area requirements in order to proceed to the field placement portion of the program. The field placement may begin in the summer immediately following the first year in the program. Information about the MSPH Field Placement Guidelines may be found on page 19 as well as on the CoursePlus site. Registration Requirement for the Field placement: 380.810 PFRH Field Placement/ (16 credits/term – 5th & 6th Terms)

Students who plan to collect or analyze data as part of their field placement, should consult the student IRB handbook and the IRB website as early as possible and discuss related matters with their advisors. Students are expected to be on campus in the 7th & 8th terms of their academic program when they take courses and complete their culminating Master’s Essay and Presentation. Students who wish to extend their field placement must petition the Masters Committee for approval. Petition to Extend Field placement: Under special circumstances, students wishing to extend their existing field placement as a special studies course (380.810) may be granted an extension by the Masters Committee. To be considered for this option, students must first write a formal petition to the Masters Committee before the end of 2nd term (term 6) of the second year. The petition must have the following points:

• The specific objectives of the extension and the skills that will be gained;

• A description about how the extension will enable the student to attain his/her academic objectives beyond coursework already completed;

• A statement of advisor support; and

• A statement indicating the intention to return to campus for the Master’s Presentation and to complete Master’s Essay in adherence with MSPH’s program guidelines

Students can email the petition to, Academic Coordinator, with the student’s academic advisor copied on the email. No petition will be approved if it is submitted after the end of the 2nd term.

http://phirst.jhsph.edu/sph/Doc/0/GOCPPJLJA5Q474RNOP8CKS3C65/Student%20Manual_V8_18Jun09_Final.pdf

http://www.jhsph.edu/irb




MSPH Field Placement Guidelines The Purpose of the Field placement

The field placement is an integral part of the Master of Science in Public Health (MSPH) Program in the Department of Population, Family and Reproductive Health. It provides an opportunity for the student to enhance his/her educational experience by integrating the basic understanding of concepts, techniques, and programs developed during the first year of the MSPH academic program with the experience of full time work in an appropriate practice setting, and to successfully complete a specified activity and/or product stated in the field placement goals and objectives.

Selection of the Field placement Site

The student can seek a field placement in many different types of health and/or welfare organizations. These may include national and state program offices, nonprofit voluntary organizations, or public as well as private agencies that serve the needs of the population. The field placement can be either domestic or international, or both. Field placement opportunities can be found by searching through the PFRH MSPH 1st Year Cohort site on CoursePlus, which consists of all the possible and available field placement opportunities. Currently, field placements on the site are organized first by domestic and international locations, and within each of those categories, are categorized by specific location. If a student has a clear sense of where he/she would like to do his/her field placement, he/she can click on the location and see all the various field placements associated with that location. If students are less clear about where they would like to be located for their field placement(s), another possible starting point would be to look at the Popular Field placements list of previous field placements that have received positive feedback from students. Feel free to click on these field placements to learn more about what students have done in the past. Another way of finding a field placement is to speak with faculty who share common interests. Some of our former students have found field placements by working on research projects with a faculty member from the School of Public Health or School of Medicine. Getting advice and assistance from an academic advisor is another useful way of finding opportunities for field placements. Regardless of how you find your field placement, the following minimum criteria should be followed:

• The preceptor has the time and inclination to supervise the student to facilitate a meaningful learning and work experience.

• The activities and final product are clearly defined.

• Adequate support, supplies, and space are provided for the student.

Responsibilities

Student

The student is expected to take an active part in identifying potential field placement opportunities. This is important, as it also prepares students for acquiring skills needed to obtain a job after they graduate. Students should make sure they have resumes and/or curriculum vitae updated; they may also have to write a cover letter to the organization and describe the skills they can offer for a particular organization; and finally they should have a high level of professionalism when communicating with potential preceptors and discussing the potential scopes of work for the field placement. During the course of obtaining and working on the field placement, the student needs to be in regular contact with his/her faculty advisor. It would also be necessary to inform both the Field placement Coordinator and the MSPH Academic Coordinator (Jamie L. Haines) about the plans a student has for securing a field placement. Upon completion of the field placement, each student shall prepare a brief, but concise, evaluation of the field placement. The student evaluation form can be found on the PFRH MSPH 2nd Year Cohort site on CoursePlus. If a student plans to either analyze or collect data as part of the field placement, please consult the Student IRB Handbook and discuss related matters with their advisors.

Preceptor

The preceptor supervises the student’s progress in completing all goals, objectives, and associated activities throughout the field placement. In addition, the preceptor needs to be available to meet with the student on a regular basis and, when necessary, advise the MSPH Program Director of any problems that arise. The preceptor is required to submit a Preceptor Evaluation of Student’s performance at the completion of the field placement. A copy of the Preceptor Evaluation of Student can be found on the PFRH MSPH 2nd Year Cohort site on CoursePlus.

http://www.jhsph.edu/irb/_PDF/Student%20Manual_V8_18Jun09_Final.pdf



Faculty Advisor

The faculty advisor may be the primary contact to help identify potential field placement sites. Other faculty and the Academic Coordinator are also available to consult on additional recommendations. The faculty advisor should approve the decision as to the most appropriate field placement experience for his/her advisee. The advisor confers as needed with both the student and the preceptor during the field placement.

PFRH Field placement Coordinator

The PFRH Field placement Coordinator, is available to discuss the type of field placement the student is interested in attaining and to help locate appropriate field placement opportunities. Meeting with the field placement coordinator is particularly important if the student’s faculty advisor does not have the appropriate contacts within the student’s area of interest. In addition, the field placement coordinator can assist the student in completing the necessary paperwork and advise the student of outside funding sources and deadlines.

Structure of the Field placement

Timing and Hour

The field placement usually begins after May of any given calendar year and should be completed on or before the end of the 2nd term of the same year, however, the field placement may extend beyond this date. The duration of the field placement is expected to be a minimum of four (4) months or 680 full time work hours. This time includes any holidays which are normally observed by the field placement sponsor. In order to comply with the School’s academic calendar, a four-month field placement should begin no later than August 1st. If the field placement is outside the U.S., a “Graduate Student Study Release” form must be completed and submitted to the Academic Coordinator. The form can be found at: http://www.jhsph.edu/student_affairs/TravelAbroad.html

Compensation

The student is expected to function as a productive staff member throughout the field placement. Therefore, it is considered to be equitable for the student to be properly compensated for his/her contribution in the form of a salary, stipend, or other such financial support. However, not all field placements are paid positions.

Process

The process of arranging the field placement will vary per student, however, the arrangements will be considered formalized when:

• A Work Agreement has been completed and signed by the student and preceptor.

• All arrangements associated with compensation have been agreed upon by all of the principals, and contracts pursuant thereto have been completed and filed with the proper financial offices and officers involved.

Forms needed for field placement

All of the forms that are required to do the field placement can be found PFRH MSPH 2nd Year Cohort site on CoursePlus. These include:

Student forms

• Work Agreement (need a signature from preceptor as well) (see end of this document)

• Student Field Placement Evaluation Report (this needs to be completed after each field placement)

• Student Evaluation of Preceptor

Preceptor form

• Preceptor Evaluation of Student

http://www.jhsph.edu/student_affairs/TravelAbroad.html



The Work Agreement

The work agreement is the one form that is needed to confirm a field placement. The work agreement consists of several important pieces of information, such as the student’s contact information, the contact information of the preceptor, and a list of tasks (referred to as ‘work objectives’) that the student is expected to perform as part of the field placement. It is important that students think carefully about what to put down as work objectives, keeping in mind feasibility and realistic expectations. The table below illustrates examples of “good” work objectives and work objectives that may need to be rephrased: “Good” work objectives “Bad” work objectives Assist in the development of field guides (20%) Complete data collection activities (30%) Contribute to the writing of the baseline report (33%) Write manuscripts based on analyzed data (30%) Assist in data analysis by entering and cleaning data (25%) and performing univariate and bivariate analyses (40%)

Conduct all data analyses for the project (25%)

The “good” work objectives specify realistic objectives that are feasible within the time frame of a typical field placement. They also don’t over-commit students on a certain task, unlike those found under the ‘bad’ work objectives. Avoid using terms and phrases such as ‘complete all’ or ‘conduct all’ – as these phrases may create unrealistic expectations, and if these expectations aren’t met, it can also result in poor evaluations. It’s also important to make sure that the percentage of time on a given objective is also realistic; under the “bad” work agreements, all of those tasks can be very time-consuming, and only having a small portion of your time spent on those can also result in objectives not being able to be met. To ensure the work agreement is realistic and feasible, students are expected to discuss their work agreements with their advisors and/or the academic coordinators, as well as the Field placement Coordinator.

Confirming Your Field placement

• If you are considering more than one opportunity, inform the contact person at each site as to when you will let them know of your decision; there may be others waiting for the same opportunity.

• After you have informed a project that you have decided not to work with them, send a letter thanking them for their time. After all, if your first choice falls through for some reason, you may have another option.

• Send a letter also to those with whom you will be working thanking them for their time, conveying your enthusiasm for their field placement offer, and indicating that you will speak with your advisor and will be in touch with them about the next steps in setting up the field placement.

• After speaking with your advisor, send a letter to your preceptor reviewing the steps in finalizing the field placement. The next step is theirs. It is helpful to include the Plan of Activities form on which the contact person can list the work objectives and the amount of time that you will spend on each. If you are very clear on these objectives, you may draft them and indicate in the letter that you are sending a draft for their review and for suggesting any changes. If not, you may send a sample form so they know what you are looking for. The objective here is not to cause the contact person a lot of extra work, but to make sure both intern and preceptor have the same understanding. This up-front negotiation with written confirmation avoids problems “down the road.” This kind of approach also demonstrates that you are a person who is well organized, focused, and follows through on tasks.

• This letter can include a draft of your objectives for the field placement. Sharing these will avoid misunderstanding of what you wish to contribute, and how you expect to benefit from this experience.

• The letter should include a writing sample (if applicable), if you have not yet provided one, and a detailed description of the MSPH Field placement, including Preceptor Evaluation Guidelines for the MSPH field placement.

• In addition a Work Agreement form must be completed on which you and the preceptor will sign off on the plan (sometimes called a “contract”). You will develop an official contract for payment purposes, as required by the project. When the work objectives have been completed and agreed upon, prepare and sign 2 copies of the Work Agreement, and send them to the preceptor for signature. The preceptor should retain one copy and the other copy must be sent to Jamie L. Haines, via email, [email protected] or fax (410)-955-2303 for your file.

• If you sign a contract with an organization, that is official documentation that you have agreed on the scope of work with that organization, and, therefore, must abide with the terms of that contract. If you are not sure about signing such a document, it is critical that you speak to either your academic advisor, the Director of the MSPH program, the MSPH Academic Coordinator, or the Field placement Coordinator for further assistance.

mailto:[email protected]



During the field placement

• Maintain regular contact with your faculty advisor. He/she is a valuable resource for information, guidance and “bugging” you on the progress of your paper.

• Your advisor should also maintain contact with your preceptor to keep informed on project activities. Conference calls can easily be arranged for short “update” meetings between you, your preceptor, and advisor.

• If you are having difficulties with your field placement it is important to express your concerns to either your faculty advisor or field placement coordinator, Dr. Kristin Mmari. This can help make your field placement a successful and positive experience.

• If you are offered an extension for your field placement that would go past winter break you must petition the MSPH Committee for an extension (see the Petition to Extend Field placement Policy)

After the field placement

• Please share your experiences in identifying an field placement and the actual work experience. It will be valuable information for other students.

Complete a Field placement Report

NOTE: MSPH field placement forms and other information can be found on the PFRH MSPH 2nd Year Cohort site on CoursePlus. For more information about the MSPH field placement program, please contact: Jamie L. Haines Academic Program Coordinator Department of Population, Family and Reproductive Health Johns Hopkins Bloomberg School of Public Health 615 N. Wolfe Street, E4034 Baltimore, MD 21205 Phone: 410-955-1116 Fax: 410-955-2303 E-mail: [email protected]

Petition to Extend Field placement

Under special circumstances, students wishing to extend their existing field placement as a special studies course (380.810) may be granted an extension by the MSPH Committee. To be considered, students must first write a formal petition to the MSPH committee by the last day of classes in 2nd term of the second year. The petition must have the following points:

• A description about how the extension would enable the student to attain his/her academic objectives beyond coursework already completed;

• The specific objectives of the extension and the skills that will be gained;

• An indication of advisor support; and

• A statement indicating the intention to return to campus for MSPH Presentation and to complete MSPH Essay in adherence with MSPH program guidelines

Students can email the petition to Jamie L. Haines ([email protected]) with the student’s academic advisor copied on the email.





Guidelines for the Master’s Essays and Presentations Introduction

The Master’s Essay is a requirement in the Department of Population, Family, and Reproductive Health for students to graduate. The essay is designed to allow students to explore a public health topic of interest related to their academic program. The goal is for students to apply the skills and knowledge they have acquired during their academic program to the public health problem or concern. Students should begin thinking about essay topics and format at the end of the first academic year, and should have identified a topic before they complete their practicum/field placement. In addition to the written essay, students must give a 10-minute public presentation of their essay.

Readers

Students must have a minimum of two readers for their essay. To help select readers, the following guidelines must be followed:

• The student’s primary reader must be PRFH faculty.

• The student’s advisor must be one of the readers.

• The student’s second reader must be JHSPH faculty.

• A third reader at the agency or organization where the field placement took place is required if the student is using project data or if the essay is used for project purposes.

Responsibilities of Students and Readers: Primary reader: The primary reader has the overall responsibility of working with the student on the essay from the outline to the final draft, and preparation for the presentation. He/she must also be identified as the instructor for the special studies course for the Masters Essay (380.840) in the 7th and 8th terms. The primary reader also may nominate the student’s essay for a distinction award if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and essay drafts to the primary reader by the following key dates to ensure timely feedback. These dates are the following:

• November 18, 2016 or November 17, 2017 (receipt of student’s draft outline)

• December 19, 2016 or December 18, 2017 (receipt of student’s essay outline)

• February 6, 2017 or February 5, 2018 (receipt of student’s first draft)

• March 10, 2017 or March 9, 2018 (receipt of student’s final draft for final edits)

• April 7, 2017 or April 6, 2018 (receipt of student’s final essay with incorporated edits)

• April 14, 2017 or April 13, 2018 (approval form signed)

Secondary reader: The secondary reader provides additional comments to the student about essay drafts. Typically, secondary readers provide their feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary reader. The student is expected to incorporate feedback from both the primary and secondary reader in the final essay. Secondary readers must also provide approval for the final essay. Key dates for a secondary reader are the following:




Third reader: The third reader may also provide comments on the essay at any stage. If the third reader is outside the department, students are strongly advised to discuss the roles and responsibilities of a third reader with their advisors. For the purposes of the essay requirement, third readers do not need to provide final approval for the essay. The essay must meet the standards required by faculty of the school. However, if the student is using data affiliated with the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss when feedback will be given to the student from the third reader.



Choosing a topic and format for the essay

Many students link the essay topic to their practicum experience, although it is not a requirement that they do so. For example, students’ work on a literature review or a research project as part of their practicum may serve as a basis for developing the essay. The essay must represent work completed in addition to the work on a research project or completed during the practicum. Regardless of whether the topic is based on their practicum or not, students must focus their topics on a public health concern or problem, which may or may not be their focal area. Details on the expectations of the essay are given during the 3rd MSPH quarterly luncheon. The student and his/her advisor must verify the knowledge and skills required for the selected essay format (see Essay Topic Form); for example, students conducting a systematic literature review for their essay must have taken a related course or work with a primary reader with methodological expertise in systematic reviews.

Steps Needed to Complete the Essay

Step 1: Identify Readers and Topic Students should identify a primary reader whose research interests and expertise are in the topic area and/or methodology for the essay. Academic advisors must serve as a reader, but do not need to be the primary reader. Advisors can serve as a useful resource for discussing potential topics of interest and providing referrals to other faculty members in the department whose expertise better matches the proposed topic of the essay. Other resources for identifying a potential primary reader are the Masters Committee Director and Associate Director, academic coordinators, Department’s website, and school faculty directory. Step 2: Discuss roles and responsibilities with readers Once readers have been identified, all students should have a conversation with their readers so that each knows his/her responsibility for the essay. This discussion is especially important for readers who are outside PFRH and especially for third readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In general, readers should have be given at least a week to provide feedback to students. Additionally, while not required, the student and readers should discuss plans to publish the essay and the order of authors for the publication. Separate guidelines regarding authorship will be provided to the students. Step 3: Determine Whether Essay Involves ‘Human Subjects Research’ What is ‘human subjects research’? “Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or answer a scientific question. This activity can include secondary data analysis and research involving direct contact with subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with human subjects’ data or samples and/or before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is charged with assuring that human subjects research studies conducted in the school comply with internal school policies and external regulations designed to protect human subjects. For the purposes of the Essay, after students have identified the data source(s) for their research, they should complete the online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or documenting existing approval.

For additional questions about the IRB process, please visit: http://www.jhsph.edu/offices-and-services/institutional-review-board/Student_Projects.html Step 4: Submit the Essay Topic Form After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the needed skills and knowledge to complete the essay. For example, if a student has decided to conduct an evaluation of a project or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior experience conducting an evaluation (formats listed on p.15). Students also must indicate whether IRB approval is needed for the essay. Step 5: Register for 380.840 in PFRH Register for 3 to 6 units of special studies with the student’s academic advisor using course number 380.840 in the 7th term and a 3 to 5 units in the 8th term. Step 6: Submit Outline of Essay to Primary Reader Students must submit the outline of the essay to their primary reader by the required deadline. The outline should contain all major headings and sub-headings of the particular essay format, with bulleted text on the content of each section. Primary readers must be given at least 1 week to provide feedback to the student on the outline. Step 7: Submit First Draft of Essay to Primary Reader* Students must submit a complete draft of their essay to the primary reader by the required deadline. The primary reader should ensure that the draft contains all necessary elements of the essay in the standardized formats. Primary readers must provide feedback to the student within 2 weeks of receiving the draft essay. Step 8: Submit Second Draft of Essay to Primary and Secondary Readers Second drafts must be reviewed by both the primary and secondary readers for final edits and recommendations. Both readers should provide feedback to the student within 2 weeks of receiving the second draft. Students must incorporate comments from each reader in their final draft.


http://jhsph.us2.qualtrics.com/SE/?SID=SV_1GrF6WBUcNFZCV6

http://www.jhsph.edu/offices-and-services/institutional-review-board/Student_Projects.html




*Students partnering with an organization that is expecting a report may need to have two separate documents in order to meet the expectations of the department’s essay. Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval Students must submit the final draft of their essay to both primary and secondary readers for approval and submission to the Academic Office. Both primary and secondary readers must also submit the Reader Approval Form for the essay directly to the Academic Office. If the essay is not approved by both readers, students may not participate in the oral presentation and may be in jeopardy of not graduating. Step 10: Oral Presentation of Essay Each student is required to present his/her essay in a 10 minute PowerPoint presentation at a public seminar before the end of the 8th term. The student’s advisor is expected to review draft

presentations prior to a practice session. The practice session will be scheduled approximately one week prior to the public seminar. No video clips are allowed in the presentation. Before students can present their Masters Essay, they must meet conditions specified in the section on Masters Essay:

• Any existing incompletes in coursework must be rectified, with the confirmation by the student’s advisor and academic coordinator

• The essay has received final approval from first and second readers

• All slides have been approved by both first and second readers

Failing to meet any of the above conditions before the time of presentation will result in a postponement of graduation.

Deadlines

In preparation for the completion of the Master’s essay and presentation, students should contact their advisor and/or their primary reader no later than the 6th term to discuss the essay format of interest to them. Master’s Essays are due early in the 8th Term. Therefore, students should begin to work on their paper no later than the start of 7th term, preferably before the term begins, and complete it early in the 8th term (see deadlines below). Students should begin to consider essay topics and format during their field placement. Essays will be presented at a seminar in May, prior to graduation. Master’s Essay Deadlines 1 or 2 year Master’s Students

Tasks 2016-17 Deadlines 2017-18 Deadlines 1st Term Registration Ends for Continuing students Register for 380.810 PFRH Field Placement/Field placement (16 credits for 5th and 6th terms)

August 26, 2016 August 24, 2017

Register for3rd term -380.840 SS/R in PFRH with Advisor November 16, 2016 November 15, 2017

Submit one page form to identify essay topic, format and readers If essay is a research report, work with JHBSPH faculty to submit IRB application

November 18, 2016

November 17, 2017

Submit essay outline to 1st reader December 19, 2016 December 18, 2017

Submit Student Field Placement Evaluation Form and Student Evaluation of Preceptor for each Field Placement January 5, 2017 January 6, 2018

Submit completed final outline of essay January 9, 2017 January 8, 2018

3rd term Registration Ends January 13, 2017 January 12, 2018

Submit 1st draft of essay to 1st reader February 6, 2017 February 5, 2018

Submit copy of completed essay to 1st and 2nd reader for final edits March 10, 2017 March 9, 2018

Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers April 7, 2017 April 6, 2018

Submit copy of essay and slides approved by 1st and 2nd reader to Academic Coordinator April 14, 2017 April 13, 2018

Presentation of essay Mid April through Early May Mid April through Early May

These dates are not guidelines, they are deadlines. Failure to meet these deadlines will result in postponement of the presentation of the essay, which in turn, could have consequences for graduation.



General Format for all Essays

1) The essay should be between 15-20 pages in length, but excluding the title page, acknowledgements, tables, references/bibliography, and appendices.

2) All essays should have a Title page with: the title of the essay, student’s name, readers (identifying the advisor), and the date. Please see template. You may include an acknowledgments page (does not count toward the total).

3) Typing guidelines:

• Standard letter size paper 8 ½ by 11

• Double spaced/single sided (can single space block quotations)

• Type size no smaller than 11 pt.

• 1 inch margins all around

• Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively through to the end of the paper;

• Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.

References – APA or AMA Format

http://www.apastyle.org/

Essay Formats

The following are the specific guidelines for each essay format which include guidance for page limits. Please note that if a student prefers a format that is different from those specified below, he/she will need approval by his/her advisor and the Director of the Master’s Program.

1) Research Report: this format could be based on secondary data analysis (more typical) or primary data collection and analysis. Note that IRB approval is needed for this format.

• Structured abstract (1 page maximum)

o Should include the following headings: Background, Objective (s) of study, Methods, Results, Conclusions

• Introduction (1 to 3 pages)

o Importance of public health concern/problem

o The magnitude of problem and population affected

o Knowledge gaps and how the current study fills the gaps?

• Methods (2 to 4 pages) *Please see detailed information on page 27

o Study design

o Sample/participants

o Measures/Topics of interest [for quantitative analyses, include variable tables that specifies variables and how they are operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]

o Data analysis

• Results

• Discussion

• References

• Tables/figures

2) Analysis of a Public Health Problem or Legislation Position Paper: both formats examine a public health problem and recommend either a specific intervention strategy or a policy/set of policies for addressing the problem. The analysis of a public health problem format, however, offers solutions and recommendations related to intervention strategies, while a legislation position paper offers solutions and recommendations related to a policy or a set of policies. Both formats also identify concerns of key stakeholders.

• Executive summary (2-3 pages) [Should include an Introduction and overview of public health problem and a brief discussion about how the problem could be addressed.]

• Statement of the problem (1 page)

• Magnitude of problem (1-2 pages)

• Causes/determinants of the problem (3-5 pages)

• Alternative policy strategies, and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies. (4-6 pages)

• Specific recommendations (2-4 pages)




3) Structured Literature Review: this format analyzes an important public health problem by examining the literature published on the problem.


o Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions


o Why is the topic an important public health problem?

o What is the magnitude of problem and population affected?

o What are the knowledge gaps and how does the current literature review contribute to field or fill the gaps?

• Methods (1 to 3 pages)* Please detailed information below.

o Databases used

o Search criteria

o Analytic tables describing literature cited

• Results (3 to 6 pages)

• Discussion (3 to 5 pages)

• References

• Tables/figures

4) Evaluation of a Program/Project: this format involves evaluating/monitoring an existing public health program/project and could include a process evaluation, an outcome evaluation, or an impact evaluation


• Description of program/project (1 to 3 pages)

o Need (what is the public health problem the program/project is trying to address?)

o Target audiences (what are the groups/individuals who are targeted for the program/project?)

o Outcomes

o Activities of program/project

• Objectives of program/project (1 page)

• Logic Model of program/project (1 page)

• Evaluation Methodology (3 to 6 pages)*Please see information below

o Type of evaluation

o Indicators

o Data collection methods

o Sample size

o Sampling strategy

o Data analysis

• Anticipated use of results (2 to 5 pages)

• Timetable (1 page)

5) Research proposal: This essay format would stimulate a grant proposal for a research project.

• Introduction (1 page)

• Statement of research question (1/2 page)

• Specific aims (1 page)

• Background and significance (2-3 pages)

• Methods (6-8 pages)

o Study design

o Sampling/participants

o Methods of Analysis

• Strengths and Limitations (1 page)

• Budget and budget justification (1-2 pages)

Information Regarding Methods Section for Research Report, Structured Literature Review and Evaluation of a Program/Project The information included in the Methods section should provide sufficient detail to the reader so that the quality of the study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are encouraged to include an appendix describing additional details about the study methods This appendix should supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications about the methods is not adequate.

Evaluation Criteria for MSPH Essay Readers

• The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe provided and applying public health knowledge and skills.

• The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the field of public health.

• The essay is suitable for publication either in a peer-reviewed journal or an organization/government report



Honors

Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for an honorary ‘distinction’ award if submission deadline is met. Nominations will be accepted from the primary reader. Student essays that receive a distinction award will be selected by the masters committee.

Resources/Support for Essays

Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson ([email protected]) for assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public Health Informationist ([email protected]) or Claire Twose, Associate Director, Public Health and Basic Science Information Services ([email protected]). Additional resources for essay writing and preparing oral presentations may be found at: Welch Medical Library.




http://welch.jhmi.edu/welchone/departmentguidescontent?dgid=49

PART II MHS DEGREE PROGRAM

PFRH-MHS Degree Program 2016-17


This section of the PFRH handbook describes the program of study for MHS students. It is based on the competencies for the program shown in Appendix I: Department, Degree Program, and Focal Area Competencies on page 77. All PFRH MHS students should have a fundamental understanding of life course perspectives on health, population change or methods, statistical methods and their application, epidemiology, research ethics, and a broad prospective about public health research in addition to having expertise in a particular focal area. MHS students must unconditionally meet the following academic standards. During the program, students are required to:

• complete a minimum of 64 units including: three (3) focal area courses, eight (8) units of department requirements, 21 units of Quantitative Sciences, five (5) units of Research Ethics and Public Health, two (2) Research Methods courses, and six (6) units of Special Studies for the Essay requirement

• take all required courses for a letter grade

• take a minimum of 16 units each term*

• successfully complete courses in the responsible conduct of research

• achieve a GPA of 2.75 or higher in all course work

• successfully complete an original essay of publishable quality based on secondary data analysis (6 units)

PFRH Policy for Academic Standards: The Director of the Masters’ Programs and Academic Coordinator, representing the Masters Committee, reviews and credentials the academic progress of all Master’s students at the end of each term. A tracking sheet summarizing the student’s progress is provided to the advisor and student immediately after the review. The tracking sheet notes if a student is not making satisfactory progress. The advisor and student are then required to meet and provide a formal letter to the Director of the Masters’ Programs indicating how the student will meet the academic standard(s). A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core requirement either by repeating the same course or by completing another course that meets the same core requirement (if available). Before students can present their Masters Essay, the following conditions must be met:

• Any existing incompletes in coursework need to be rectified, with the student’s advisor’ and academic coordinator’s confirmation



Failing to meet any of the above conditions before the time of presentation will result in a postponement of graduation. If an MHS student cannot meet the academic standards, a formal letter requesting remediation will be submitted by the student and advisor to the Director of the Masters’ Programs. Judgment concerning dismissal from the program for students demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Chair of PFRH Waivers With approval of their academic advisor, students may request a waiver for course requirements (PFRH core courses or track specific) if they can provide information regarding related work experience or prior coursework which duplicates course offerings. A course description and syllabus from the prior course should be submitted with the request. Students requesting a course waiver should identify, in advance, what other course(s) in their area of interest will be taken in lieu of the required course. The total number of credits required for completion of the degree remains the same. For a full list of Department policies and waivers refer to the General Information section of the Student Handbook. *A waiver may be granted upon certain circumstances to take 15 credits for up to two terms.



Department and School-wide Requirements

*Not Offered During Academic Year 2015-16

QUANTITATIVE REQUIREMENTS Course Number Course Name Units Term 340.721 or 340.721.81

Epidemiologic Inference I 5 1 5 3

140.6211 Statistical Methods in Public Health I 4 1 140.622 Statistical Methods in Public Health II 4 2 140.623 Statistical Methods in Public Health III 4 3 140.624 Statistical Methods in Public Health IV * 4 4

1Covers statistical concepts and calculations for data analysis; develops statistical computing skills *Optional, but highly recommended

Research Ethics and Public Health

RESEARCH ETHICS REQUIREMENTS Student must take the following Course Number Course Name Units Term 550.860.82 Academic and Research Ethics 0 1 550.865.81 Public Health Perspectives on Research 2 2 Students are required to take 3 units of Research Ethics 306.665 Research, Ethics and Integrity: US and International Issues 3 3 306.663 Legal and Ethical Issues in Health Services Management 3 4 221.616 or 212.616.81


*Post doctoral fellows in the School of Medicine (SOM) may substitute the REWards program and CITI training for 306.665 (Research Ethics and Integrity: US and Int’l Issues) These students will still be required to take 550.865.81 (Public Health Perspectives on Research).

CORE DEPARTMENT REQUIREMENTS Students Must take Life Course and either Principles of Population Change or Demographic Methods for Public Health Course Number Course Name Units Term Students must take the following 380.604 or 380.604.81

Life Course Perspectives on Health 4 1

Choose 1 380.600.01 Principles of Population Change* 4 2 380.603 or 380.603.81

Demographic Methods for Public Health 4 2 4 3








http://www.jhsph.edu/courses/course/22925/2016/550.865.81/public-health-perspectives-on-research












Research Methods Requirements

Students must select 2 research methods courses within a methodological area of their choice: behavioral/social science; epidemiology (2 different options); or health services research and evaluation. The methods areas and course requirements are listed in alphabetical order below.

BEHAVIORAL/SOCIAL SCIENCE SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term Study Design

380.611 Fundamentals of Program Evaluation 4 3

Data Collection and Analysis (Choose 1) 340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design 3 3

224.690 Qualitative Research I: Theory and Methods 5 3

330.657 or 330.657.81

Statistics for Psychosocial Research: Measurement 4 1

140.658 Statistics for Psychosocial Research: Structural Models 4 2

224.690* Qualitative Research Theory and Methods 5 3

224.691* Qualitative Data Analysis 5 4

*Multi-term course. Must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a prerequisite for the COURSE.

EPIDEMIOLOGY SPECIALTY CORE REQUIREMENTS Option 1 (340.601 Principles of Epidemiology) Professional Track

Course Number Course Name Units Term Study Design Select the following) 340.722.60 or 340.722.81

Epidemiologic Inference II 4 2

4 3

Data Collection and Analysis ( Choose 1)

340.717 Health Survey Research Methods 4 2 380.711 Issues in Survey Research Design 3 3 340.770 Public Health Surveillance 3 4 Electives 340.645-or-340.645.81

Introduction to Clinical Trials 3 2

3 1 or 3 223.664 Design and Conduct of Community Trials 4 3 Option 2 (340.751 Epidemiology Research Methods)

Course Number Course Name Units Term Study Design and Data Analysis ( Choose Both)

340.752 Epidemiologic Methods 2 5 2

340.753 Epidemiologic Methods 3 5 3

Electives

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design 3 3 340.645 or 340.645.81

Introduction to Clinical Trials 3 2

3 1 or 3

340.754 Methodologic Challenges in Epidemiologic Research 5 4

223.664 Design and Conduct of Community Trials 4 3

http://www.jhsph.edu/courses/course/23253/2016/380.611.01/fundamentals-of-program-evaluation

http://www.jhsph.edu/courses/course/22704/2016/340.717.01/health-survey-research-methods

http://www.jhsph.edu/courses/course/23258/2016/380.711.01/issues-in-survey-research-design

http://www.jhsph.edu/courses/course/23336/2016/224.690.01/qualitative-research-theory-and-methods

http://www.jhsph.edu/courses/course/22503/2016/330.657.01/statistics-for-psychosocial-research-measurement

http://www.jhsph.edu/courses/course/22589/2016/330.657.81/statistics-for-psychosocial-research-measurement

http://www.jhsph.edu/courses/course/22779/2016/140.658.01/statistics-for-psychosocial-research-structural-models


http://www.jhsph.edu/courses/course/23444/2016/224.691.01/qualitative-data-analysis

http://www.jhsph.edu/courses/course/23006/2016/340.722.60/epidemiologic-inference-in-public-health-ii

http://www.jhsph.edu/courses/course/23840/2016/340.722.81/epidemiologic-inference-in-public-health-ii



http://www.jhsph.edu/courses/course/22993/2016/340.770.01/public-health-surveillance

http://www.jhsph.edu/courses/course/22870/2016/340.645.01/introduction-to-clinical-trials


http://www.jhsph.edu/courses/course/23323/2016/223.664.01/design-and-conduct-of-community-trials

http://www.jhsph.edu/courses/course/22873/2016/340.752.01/epidemiologic-methods-2

http://www.jhsph.edu/courses/course/23296/2016/340.753.01/epidemiologic-methods-3





http://www.jhsph.edu/courses/course/23707/2016/340.754.01/methodologic-challenges-in-epidemiologic-research

http://www.jhsph.edu/courses/course/23323/2016/223.664.01/design-and-conduct-of-community-trials



HEALTH SERVICES RESEARCH AND EVALUATION SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term Study Design ( Choose 1) 380.611 Fundamentals of Program Evaluation 4 3

309.616.81 Introduction to Methods for Health Services Research and Evaluation1 2 3 309.617.81 Introduction to Methods for Health Services Research and Evaluation II1 2 4 Data Collection and Analysis ( Choose 1)

380.612 Applications in Program Monitoring and Evaluation 4 4

221.645-or- 221.645.81

Large Scale Effectiveness Evaluations of Health Programs 3 4

340.717 Health Survey Research Methods 4 2

380.711 Issues in Survey Research Design 3 3

Electives

300.713 Research and Evaluation Methods for Health Policy 3 3

309.715 Advanced Methods in Health Services Research: Research Design 4 2

410.710 Concepts in Qualitative Research for Social & Behavioral Sciences 3 2

221.644 Econometric Methods for Evaluation of Health Programs 4 4

224.690* Qualitative Research Theory and Methods 5 3

224.6912 Qualitative Data Analysis 5 4

1 Students who elect to take 309.616, must also take 309.617 2Multi-term course. Students must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a prerequisite for the course.

PFRH Focal Area Requirements Students must take a minimum of three required courses from one of the department’s focal areas. The courses taken to fulfill these requirements must be in addition to any departmental or the school-wide course requirements. The focal areas for students to select from are the following:

• Adolescent Health

• Child Health

• Maternal and perinatal health

• Population and Health

• Sexual and Reproductive Health

• Women’s Health

Within a given focal area, a unique course needs to be selected for principal health concerns, strategies to promote population health and frameworks for evaluating principal health concerns. If a student chooses to complete a secondary focal area, courses may be double counted across their primary and secondary focal areas; students must, however, complete the course requirements for at least one focal area. In addition to these courses, the department encourages students to select electives from the focal areas to enhance their breadth and depth of a particular focal area. Focal areas are listed in alphabetical order.

http://www.jhsph.edu/courses/course/23253/2016/380.611.01/fundamentals-of-program-evaluation

http://www.jhsph.edu/courses/course/23201/2016/309.616.81/introduction-to-methods-for-health-services-research-and-evaluation-i

http://www.jhsph.edu/courses/course/23597/2016/309.617.81/introduction-to-methods-for-health-services-research-and-evaluation-ii

http://www.jhsph.edu/courses/course/23657/2016/380.612.01/applications-in-program-monitoring-and-evaluation

http://www.jhsph.edu/courses/course/23743/2016/221.645.01/large-scale-effectiveness-evaluations-of-health-programs

http://www.jhsph.edu/courses/course/23774/2016/221.645.81/large-scale-effectiveness-evaluations-of-health-programs



http://www.jhsph.edu/courses/course/23391/2016/300.713.01/research-and-evaluation-methods-for-health-policy-i

http://www.jhsph.edu/courses/course/22714/2016/309.715.01/advanced-methods-in-health-services-research-research-design

http://www.jhsph.edu/courses/course/22705/2016/410.710.01/concepts-in-qualitative-research-for-social-and-behavioral-sciences

http://www.jhsph.edu/courses/course/23742/2016/221.644.01/econometric-methods-for-evaluation-of-health-programs


http://www.jhsph.edu/courses/course/23444/2016/224.691.01/qualitative-data-analysis



ADOLESCENT HEALTH Required Course Number Course Name Units Term



380.747.81 International Adolescent Health 3 4


380.624 or 380.624.81



380.625 Attitudes, Programs and Policies for Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns (Students must take the following)

380.725 The Social Context of Adolescent Health and Development 3 4 Electives Course Number Course Name Units Term Principal Health Concerns: 380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond** 3 2 380.762 HIV Infection in Women, Children and Adolescents 4 4 380.761 or 380.761.81

Sexually Transmitted Infections in Public Health Practice 4 3 4 4

Population Health Promotion and Health Services and Systems Delivery Strategies 380.747 International Adolescent Health 3 4 380.623.81 Adolescent Health and Development 3 3 380.771 Understanding International Reproductive Health Policy 3 4 380.761 or 380.761.81


4 3 4 4

380.640 Children in Crisis 3 3 318.654 Adolescence Crime & Justice 4 3 410.626 Alcohol, Society and Health 3 3 410.657 Community Strategies for Sexual Risk Reduction 3 4 380.760 Clinical Aspects of Reproductive Health 3 3 380.665 Family Planning Policies and Programs 4 3 380.721 Schools and Health 3 4 380.625

Attitudes, Programs and Policies for Children with Special Healthcare Needs

3 3

Frameworks for Evaluating Principal Health Concerns 380.749 Adolescent. Sexual and Reproductive Health 3 4

380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond** Variable 2

318.654 Adolescence, Crime and Justice 4 3


*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **This course has been cancelled for 2016-17 Academic School Year.





hthttp://www.jhsph.edu/courses/course/23189/2016/380.665.01/family-planning-policies-and-programstp:/www.jhsph.edu/courses/course/380.665/01/2014/19870/


http://www.jhsph.edu/courses/course/23521/2016/380.725.01/the-social-context-of-adolescent-health-and-development

http://www.jhsph.edu/courses/course/22907/2016/380.720.01/masculinity-sexual-behavior-health-adolescence-beyond






http://www.jhsph.edu/courses/course/23744/2016/380.771.01/understanding-and-changing-international-reproductive-health-policy

















CHILD HEALTH Required Course Number Course Name Units Term





380.624 or 380.624.81


221.627


3 3


3 2


Frameworks for Evaluating Principal Health Concerns (Students must choose 1)

380.642.81 Child Health and Development 3 2 Electives Course Number Course Name Units Term

Principal Health Concerns 380.640 Children in Crisis 3 3 330.640.01 Childhood Victimization 3 4 380.744.81 Nutrition and Growth in Maternal and Child Health 2 1 380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and

Children 3 4

380.762.81 HIV Infection in Women, Children & Adolescents 4 4 221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income

Countries 4 2




3 2

380.742 Family Health, Public Health and Policy 3 4

380.762.81 HIV Infection in Women, Children and Adolescents 4 4

380.765


3 4



330.640 Childhood Victimization 3 4

380.721 Schools and Health 3 4



Frameworks for Evaluating Principal Health Concerns 380.640 Children in Crisis 3 3 380.623.81 Adolescent Health and Development 3 3 380.744.81 Nutrition and Growth in Maternal and Child Health 2 1

410.752 Children, Media and Health 3 3 *This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.








http://www.jhsph.edu/courses/course/22940/2016/380.642.81/child-health-and-development









http://www.jhsph.edu/courses/course/23766/2016/380.742.01/family-health-public-health-and-policy











http://www.jhsph.edu/courses/course/23127/2016/410.752.01/children-media-and-health



MATERNAL, FETAL AND PERINATAL HEALTH Required





380.624 or 380.624.81


221.627


4 2

380.661

Clinical Aspects of Maternal and Newborn Health 3 3


120.620 or 120.620.81


3 2

Electives



380.662


4 2


3 4

Population Health Promotion and Health Services and Systems Delivery Strategies 380.661 Clinical Aspects of Maternal and Newborn Health 3 3


3 4

380.740.81 Nutrition Programs, Policy and Politics in the United States: the Impact On Maternal, Child and Family Health

3 2


380.655 Social and Economic Aspects of Human Fertility

4 2

380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health

4 2

*This course cannot be used to fulfill both the PFRH core course requirements and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.

















POPULATION AND HEALTH Required

Course Number Course Name Units Term Principal Health Concerns ( Choose 1) 380.655 Social and Economic Aspects of Human Fertility 4 2 380.750 Migration & Health Concepts Rates and Relationships 3 3 Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)

380.665 Family Planning Policies and Programs* 4 3 221.627


4 2

221.646 Health Systems in Low and Middle Income Countries 2 3 380.624 or 380.624.81



380.655 Social and Economic Aspects of Human Fertility 4 2

380.750

Migration & Health Concepts Rates and Relationships 3 3

380.600.01 Principles of Population Change* 4 2

380.756 Poverty, Economic Development and Health** 4 2

Electives



380.635

Introduction to Urban Health 3 4

380.664

Reproductive and Perinatal Epidemiology 4 4

380.765.81


3 4


Population Health Promotion and Health Services and Systems Delivery Strategies 221.627


4 2

221.646.81 Health Systems in Low and Middle Income Countries 3 2

380.624 or 380.624.81





*This course cannot be used to fulfill both the PFRH core course requirements and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **This course has been cancelled for 2016-17 Academic School Year.























SEXUAL AND REPRODUCTIVE HEALTH Required




Population Health Promotion and Health Services and Systems Delivery (Choose 1)

380.665

Family Planning Policies and Programs* 4 3

380.761 or 380.761.81

Sexually Transmitted Infections in Public Health Practice***

4 3

4 4

380.760



120.620 or 120.620.81


380.655. Social and Economic Aspects of Human Fertility 4 2

Electives



380.662


4 2

380.720

Masculinity, Sexual Behavior & Health: Adolescence & Beyond** Variable 2

380.749

Adolescent Sexual and Reproductive Health 3 4

380.761 or 380.761.81


4 3 4 4

380.762.81 HIV infection in women, children and adolescents 4 4 380.760

Clinical Aspects of reproductive health 3 3



380.624 or 380.624.81


380.667 Women’s Health policy 3 4

380.768.81

Selected topics in women’s health and women’s health policy 4 1

410.657 Community Strategies for Sexual Risk Reduction 3 4



*This course cannot be used to fulfill both the School-wide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **This course has been cancelled for 2016-17 Academic School Year. ***The on-site option will be offered only if there is adequate student enrollment in the course.






http://www.jhsph.edu/courses/course/120.http:/www.jhsph.edu/courses/course/22446/2016/120.620.01/fundamentals-of-reproductive-biology620/01/2014/18850/














http://www.jhsph.edu/courses/course/22629/2016/380.768.81/selected-topics-in-women-s-health-and-women-s-health-policy





WOMEN’S HEALTH Required


Principal Health Concerns (Choose 1) 380.666 Women’s Health 3 3


380.667 Women’s Health Policy 3 4 380.760


Frameworks for Evaluating Principal Health Concerns (Select the following) 120.620 or 120.620.81


3 2

Electives





4 2

380.762.81 HIV Infection in Women, Children & Adolescents 4 4


380.624 or 380.624.81


380.665 Family Planning Programs and Policies 4 3


380.666 Women’s Health 3 3

380.667 Women’s Health Policy 3 4

380.662 Critiquing the Research Literature in Maternal Neonatal and Reproductive Health 4 2









http://www.jhsph.edu/courses/course/22837/2016/380.624.01/maternal-and-child-health-legislation-and-programs.








Focal Areas under Development

New focal areas are currently under development, one of which is shown below. Some courses in urban health are available to students as electives during Academic Year 2016-17. Special studies options may also be available to students as faculty pilot new courses. URBAN HEALTH Course Number Course Name Units Terms

380.635 Introduction to Urban Health

3 4

221.624.81 Urban Health in Developing Countries

3 4

180.655 Baltimore Food Systems

4 3

380.756 Poverty, Economic Development & Health* 4 2

301.615

Seminar in Health Disparities 3 2

380.750 Migration & Health 3 3

*This course has been cancelled for 2016-17 Academic School Year.


http://www.jhsph.edu/courses/course/23728/2016/221.624.81/urban-health-in-developing-countries

http://www.jhsph.edu/courses/course/23331/2016/180.655.01/baltimore-food-systems-a-case-study-of-urban-food-environments

http://www.jhsph.edu/courses/course/22868/2016/301.615.01/seminar-in-health-disparities




Guidelines for the Master’s Essay and Presentation Requirement All Master’s students are required to successfully complete a culminating Master’s Essay and Presentation. Specific information and guidelines for each can be found below as well as the CoursePlus site which has further details on the process. Registration Requirements for Master’s Essay and Presentation One Year Program: 380.840 Special Studies and Research in PFRH: Master’s Essay / Presentation

1 year program = 3-6 units – 3rd Term* 3-5 units – 4th Term *Students need to take a minimum of 3 units of special studies. If taking more than 3 units student must meet weekly with 1st reader.

Introduction The Master’s Essay is a requirement for students to graduate in the Department of Population, Family, and Reproductive Health. The essay is designed to allow students to explore a public health topic of interest related to their academic program. The goal is for students to apply the skills and knowledge they have acquired during their academic program to a public health problem or issue. Students should begin thinking about essay topics at the end of the first term. In addition to the written essay, students each will give a 10-minute public presentation of their essay.

Readers

Students may select any faculty member in the PRFH department with whom to work. However, the following guidelines must be followed in selecting readers:




Responsibilities of Students and Readers: Primary reader: The primary reader has the overall responsibility of working with the student on the essay from the outline to the final draft, and the actual presentation. The primary reader also has the option of nominating the student’s essay for a distinction award if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and essay drafts to the primary reader by the following key dates to ensure timely feedback. These dates are the following:







Secondary reader: The secondary reader provides additional comments to the student about essay drafts. Typically, secondary readers provide their feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary reader. The student is expected to incorporated feedback from both the primary and secondary reader for the final draft of the essay. Secondary readers must also provide their approval for the final essay. Key dates for a secondary reader are the following:






Third reader: The third reader may also provide comments on the essay at any stage. If the third reader is outside the department, students are strongly advised to discuss the roles and responsibilities of a third reader. For the purposes of the essay, they should be aware that they do not need to provide final approval for the essay. The essay must meet the standards for the essay of faculty of the school. However, if the student is using data affiliated with the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss when feedback will be provided to the student from the third reader.


There are a few important tips to remember when choosing a topic and essay format: • Topics must focus on a public health issue or problem but do not need to be within the student’s departmental track

• The student and his/her advisor must be able to verify the skills and knowledge skills required for the selected essay format (see Essay Topic Form


Step 1: Identify Readers and Topic Students should identify a primary reader whose research interests and expertise are in the topic area and/or methodology for the essay. Please note that academic advisors must serve as a reader, but need not be the primary reader. Advisors can serve as a useful resource for discussing potential topics of interest and providing referrals to other faculty members in the department whose expertise better matches the proposed topic of the essay. Other resources for identifying a potential primary reader are the academic coordinators, Department’s website, and school faculty directory. Step 2: Discuss roles and responsibilities with readers Once readers have been identified, all students should have a conversation with their readers so that each knows what his/her responsibility is for the essay. This discussion is especially important for readers who are outside our department and especially for third readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In general, readers should have at least a week to provide feedback to the students. Additionally, while not required, the student and readers should discuss whether the essay is published and if so, the order of authors. Separate guidelines regarding authorship will be provided to the students. Step 3: Determine Whether Essay Involves ‘Human Subjects Research’ What is ‘human subjects research’? “Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or answer a scientific question. This activity can include both secondary data analysis and research involving direct contact with subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with human data or samples and/or before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is charged with assuring that human subjects research studies conducted in the school comply with internal school policies and external regulations designed to protect human subjects. For the purposes of the Essay, after students have identified the data source(s) for their research, they should complete the online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or documenting existing approval.

For additional questions about the IRB process, please visit: http://www.jhsph.edu/offices-and-services/institutional-review-board/Student_Projects.html Step 4: Submit the Essay Topic Form After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the needed skills and knowledge to complete the essay. For example, if a student has decided to conduct an evaluation of a project or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior experience conducting an evaluation. Students also must indicate whether IRB approval is needed for the essay. Step 5: Register for 380.840 in PFRH Register for the 3-credit course with the academic advisor using course number 380.840 Step 6: Submit Outline of Essay to Primary Reader Students need to submit the outline of the essay to their primary reader by the required deadline. The outline should contain all the major headings and sub-headings of the particular essay format, with bulleted sentences on the content of each section. Primary readers will have 1 week to provide feedback to the student on the outline. Step 7: Submit First Draft of Essay to Primary Reader Students will submit a complete draft of their essay to the primary reader by the required deadline. The primary reader will ensure that the draft contains all the necessary elements of the essay in the standardized formats. Primary readers will provide feedback to the student within 2 weeks of receiving the draft essay. Step 8: Submit Second Draft of Essay to Primary and Secondary Readers Second drafts will be reviewed by both the primary and secondary readers for final edits and recommendations. Both readers will provide feedback to the student within 2 weeks of receiving the second draft. Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval







Students will submit the final draft of their essay to both primary and secondary readers for approval and submission to the Academic Office. Both primary and secondary readers must also submit the Reader Approval Form for the essay directly to the Academic Office. Please note that if the essay is not approved by both readers, students may not participate in the oral presentation and may be in jeopardy of not graduating. Step 10: Oral Presentation of Essay

Each student is required to present his/her essay in a 10 minute PowerPoint presentation at a public seminar before the end of the 4th term. The student’s advisor is expected to review draft presentations prior to a practice session. The practice session will be scheduled approximately one week prior to the public seminar. No video clips are allowed in the presentations.


1) The essay should be between 15-20 pages in length including tables, but excluding the title page, acknowledgements, references/bibliography, and appendices. (Note: longer papers will not be accepted.)

2) All essays should have a Title page which states the title of the essay, the student’s name, the readers (with an indication of who is the advisor), and the date. Please see template. You may include an acknowledgments page if you wish.




• Type size no smaller than 11 pt



• Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials



Essay Formats

The following are the specific guidelines for each essay format. Please note that if a student prefers a format that is different from those specified below, he/she will need advisor approval.





o Why is the topic an important public health issue/problem?

o What is the magnitude of issue/problem and population affected?

o What are the knowledge gaps and how does the current study fill those gaps?

• Methods (2 to 4 pages)

o Study design

o Population/participants

o Measures/Topics of interest: [for quantitative analyses, include variable tables that specifies variables and how

operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]

o Data analysis



• References

• Tables/figures


• Executive summary (2-3 pages) [Should include an Introduction and overview of public health




problem and a brief discussion about how the problem could be addressed.]




• Potential solutions/remedies to address problem; A policy analysis must include a discussion of alternative policy strategies, and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies. (4-6 pages)


3) Systematic Literature Review: this format would analyze an important public health problem/issue by examining the literature published on the problem/issue.*

*Students should either have taken the systematic review course or be working with faculty with expertise in systematic reviews in order to meet this essay requirement. • Structured abstract (1 page maximum)

• Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions




o What are the knowledge gaps and how does the current literature review contribute to field or fill those gaps?


o Databases used

o Search criteria

o Analytic tables



• References

• Tables/figures

4) Evaluation of a Program/Project: this involves evaluating/monitoring an existing public health program/project and could include a process evaluation, an outcome evaluation, or an impact evaluation


• Description of Program/Project (1 to 3 pages)


o Target audiences (what are the groups/individuals who are going to be targeted for the program/project?)

o Outcomes


• Objectives of Program/Project (1 page)

• Logic Model of Program/Project (1 page)

• Evaluation Methodology (3 to 6 pages)


o Indicators


o Sample size

o Sampling strategy

o Data analysis


• Timetable (1 page) Information Regarding Methods Section for Research Report, Structured Literature Review and Evaluation of a Program/Project The information included in the Methods section should provide sufficient detail to the reader so that the quality of the study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are encouraged to include an appendix describing additional details about the study methods. This appendix should supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications about the methods is not adequate.



Evaluation Criteria for Masters Essay Readers



• The essay is suitable for publication either for a peer-reviewed journal or an organization/government report

Honors

Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for an honorary ‘distinction’ award. Nominations will be accepted from both primary and secondary readers. Student essays that receive a distinction award will be selected by the masters committee.


Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson ([email protected]) for any assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public Health Informationist ([email protected]) or Claire Twose, Associate Director, Public Health and Basic Science Informationist Services ([email protected]). Additional resources for essay writing and preparing oral presentations may be found at: Welch Medical Library.

Deadlines

In preparation for the completion of the Master’s essay and presentation, students should contact their advisor no later than 2nd Term to discuss the type of essay the student is interested in writing. Master’s Essays are due early in the 4th Term. Therefore, students should begin to work on their paper no later than 3rd term, and complete it early in the 4th term (see deadlines below). Master’s Essay Deadlines One year Master’s Students

Tasks 2016-17 Deadlines 2017-18 Deadlines Submit one page form to identify essay topic, format and readers If essay is a research report, work with JHBSPH faculty to submit IRB application

November 18, 2016

November 17, 2017








Presentation of essay Mid April through Early May Mid April through Early May

These dates are not guidelines, they are deadlines. Students should plan on being in frequent contact with their advisor and reader during this period of their academic program.





PART III MHS IN DEMOGRAPHY

PROGRAM

PFRH-MHS in Demography Program 2016-17


This section of the PFRH handbook describes the program of study for MHS students. It is based on the competencies for the program shown in Appendix I: Department, Degree Program, and Focal Area Competencies. All PFRH MHS students should have a fundamental understanding of life course perspectives on health, population dynamics or methods, statistical methods and their application, epidemiology, research ethics, management, environmental health and a broad prospective about public health practice or research in addition to having expertise in a particular focal area. During the program students are required to:

• complete a minimum of 64 units including: two (2) core PFRH course requirements, including Life Course Perspectives on Health 380.604 or 380.604.81 and either Principles of Population Change 380.600 or Demographic Methods380.603 or 380.603.81; three (3) focal area requirements; Epidemiologic Inference I 340.721.60); Statistic Methods in Public Health (140.621-623); three (3) units of Research Ethics as well as, Academic and Research Ethics (550.860);

• take all required courses for a letter grade

• a minimum of 16 units must be taken each term

• successfully complete courses in the responsible conduct of research

• achieve a GPA of 2.75 or higher for all course work including school-wide, PFRH, and Demography requirements

• successfully complete an original essay of publishable quality based on secondary data analysis and presentation (6 units)

PFRH Policy Regarding Academic Standards: The Director of the Masters’ Programs and Academic Coordinator, representing the Masters Committee, reviews and credentials the academic progress of all Master’s students at the end of each term. A tracking sheet summarizing the student’s progress is provided to the advisor and student immediately after the review. The tracking sheet notes if a student is not making satisfactory progress. The advisor and student are then required to meet and provide a formal letter to the Director of the Masters’ Programs indicating how the student will meet the academic standard(s). A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core requirement either by repeating the same course or by completing another course that meets the same core requirement (if available). Before students can present their Masters Essay, the following conditions must be met:

• Any existing incompletes in coursework need to be rectified, with the student’s advisor’ and academic coordinator’s confirmation



Failing to meet any of the above conditions before the time of presentation will result in a postponement of graduation. If an MHS student cannot meet the academic standards, a formal letter requesting remediation will be submitted by the student and advisor to the Director of the Masters’ Programs. Judgment concerning dismissal from the program for students demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Chair of PFRH

Waivers With approval of their academic advisor, students may request a waiver for course requirements (PFRH core courses or track specific) if they can provide information regarding related work experience or prior coursework which duplicates course offerings. A course description and syllabus from the prior course should be submitted with the request. Students requesting a course waiver should identify, in advance, what other course(s) in their area of interest will be taken in lieu of the required course. The total number of credits required for completion of the degree remains the same. For a full list of Department policies and waivers refer to the General Information section of the Student Handbook.



Department and School-wide Requirements

CORE DEPARTMENT REQUIREMENTS Students Must take Life Course Perspectives on Health, Principles of Population Change and Demographic Methods for Public Health Course Number Course Name Units Term Students must take the following 380.604 or 380.604.81

Life Course Perspectives on Health 4 1

380.600 Principles of Population Change 4 2 380.603 or 380.603.81

Demographic Methods for Public Health

4 2 4 3

DEMOGRAPHY REQUIREMENTS Students Must take the following Course Number Course Name Units Term 380.650 Fundamentals of Life Tables 4 3 380.651 Methods & Measures in Population Studies 4 4 380.655 Social and Economic Aspects of Human Fertility 4 4 380.756 Poverty, Economic Development & Health 4 4 Students must take one of the following courses: 221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income

Countries 4 2

380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infant, and Children

3 4

QUANTITATIVE REQUIREMENTS Course Number Course Name Units Term 340.721 or 340.721.81

Epidemiologic Inference I 5 1 5 3

140.6211 Statistical Methods in Public Health I 4 1 140.622 Statistical Methods in Public Health II 4 2 140.623 Statistical Methods in Public Health III 4 3 140.624 Statistical Methods in Public Health IV * 4 4

1Covers statistical concepts and calculations for data analysis; develops statistical computing skills *Optional, but highly recommended

RESEARCH ETHICS REQUIREMENTS Students are required to take a minimum of 3 units of Research Ethics as well as 550.860, Academic and Research Ethics Course Number Course Name Units Term 550.860.82 Academic and Research Ethics 0 1 306.665 Research, Ethics and Integrity: US and International Issues 3 3 306.663 Legal and Ethical Issues in Health Services Management 3 4 221.616 or 221.616.81


306.655 Ethical Issues in Public Health 3 4

http://www.jhsph.edu/courses/course/22528/2016/380.604.01/life-course-perspectives-on-healthhttp:/www.jhsph.edu/courses/course/380.604/01/2012/15947/


http://www.jhsph.edu/courses/course/22835/2016/380.600.01/principles-of-population-changehttp:/www.jhsph.edu/courses/course/380.600/01/2012/16204/



http://www.jhsph.edu/courses/results/380.650





http://www.jhsph.edu/courses/results/380.765/81












http://www.jhsph.edu/courses/course/23528/2016/306.655.01/ethical-issues-in-public-health



Guidelines for the Master’s Essays and Presentations Masters Essay (380.840 SS/R, 3 units per term/3rd & 4th term) An original essay of publishable quality based on secondary data analysis will be required. At least two departmental faculty will be readers, including the student’s advisor. Each reader will be required to submit a letter to the Chair of the Department approving the essay. All Master’s students are required to successfully complete a culminating Master’s Essay and Presentation. Specific information and guidelines for each can be found below as well as the CoursePlus site which has further details on the process. Registration Requirements for Master’s Essay and Presentation One Year Program: 380.841 Special Studies and Research in PFRH: Master’s Essay / Presentation

1 year program = 3-6 units – 3rd Term* 3-5 units – 4th Term *Students need to take a minimum of 3 units of special studies. If taking more than 3 units student must meet weekly with 1st reader.

Introduction

The Master’s Essay is a requirement for students to graduate in the Department of Population, Family, and Reproductive Health. The essay is designed to allow students to explore a public health topic of interest related to their academic program. The goal is for students to apply the skills and knowledge they have acquired during their academic program to a public health problem or issue. Students should begin thinking about essay topics at the end of the first term. In addition to the written essay, students each will give a 10-minute public presentation of their essay.

Readers

Students may select any faculty member in the PRFH department with whom to work. However, the following guidelines must be followed in selecting readers:




Responsibilities of Students and Readers: Primary reader: The primary reader has the overall responsibility of working with the student on the essay from the outline to the final draft, and the actual presentation. The primary reader also has the option of nominating the student’s essay for a distinction award (discussed on page 17) if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and essay drafts to the primary reader by the following key dates to ensure timely feedback. These dates are the following:









Secondary reader: The secondary reader provides additional comments to the student about essay drafts. Typically, secondary readers provide their feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary reader. The student is expected to incorporated feedback from both the primary and secondary reader for the final draft of the essay. Secondary readers must also provide their approval for the final essay. Key dates for a secondary reader are the following:




Third reader: The third reader may also provide comments on the essay at any stage. If the third reader is outside the department, students are strongly advised to discuss the roles and responsibilities of a third reader. For the purposes of the essay, they should be aware that they do not need to provide final approval for the essay. The essay must meet the standards for the essay of faculty of the school. However, if the student is using data affiliated with the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss when feedback will be provided to the student from the third reader.


There are a few important tips to remember when choosing a topic and essay format: • Topics must focus on a public health issue or problem but do not need to be within the student’s departmental track

• The student and his/her advisor must be able to verify the skills and knowledge skills required for the selected essay format (see Essay Topic Form)


Step 1: Identify Readers and Topic Students should identify a primary reader whose research interests and expertise are in the topic area and/or methodology for the essay. Please note that academic advisors must serve as a reader, but need not be the primary reader. Advisors can serve as a useful resource for discussing potential topics of interest and providing referrals to other faculty members in the department whose expertise better matches the proposed topic of the essay. Other resources for identifying a potential primary reader are the academic coordinators, Department’s website, and school faculty directory. Step 2: Discuss roles and responsibilities with readers Once readers have been identified, all students should have a conversation with their readers so that each knows what his/her responsibility is for the essay. This discussion is especially important for readers who are outside our department and especially for third readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In general, readers should have at least a week to provide feedback to the students. Additionally, while not required, the student and readers should discuss whether the essay is published and if so, the order of authors. Separate guidelines regarding authorship will be provided to the students. Step 3: Determine Whether Essay Involves ‘Human Subjects Research’ What is ‘human subjects research’? “Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or answer a scientific question. This activity can include both secondary data analysis and research involving direct contact with subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with

human data or samples and/or before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is charged with assuring that human subjects research studies conducted in the school comply with internal school policies and external regulations designed to protect human subjects. For the purposes of the Essay, after students have identified the data source(s) for their research, they should complete the online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or documenting existing approval. For additional questions about the IRB process, please visit: http://www.jhsph.edu/offices-and-services/institutional-review-board/Student_Projects.html Step 4: Submit the Essay Topic Form After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the needed skills and knowledge to complete the essay. For example, if a student has decided to conduct an evaluation of a project or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior experience conducting an evaluation. Students also must indicate whether IRB approval is needed for the essay. Step 5: Register for 380.840 in PFRH Register for the 3-credit course with the academic advisor using course number 380.840 Step 6: Submit Outline of Essay to Primary Reader Students need to submit the outline of the essay to their primary reader by the required deadline. The outline should contain all the major headings and sub-headings of the







particular essay format, with bulleted sentences on the content of each section. Primary readers will have 1 week to provide feedback to the student on the outline. Step 7: Submit First Draft of Essay to Primary Reader Students will submit a complete draft of their essay to the primary reader by the required deadline. The primary reader will ensure that the draft contains all the necessary elements of the essay in the standardized formats. Primary readers will provide feedback to the student within 2 weeks of receiving the draft essay. Step 8: Submit Second Draft of Essay to Primary and Secondary Readers Second drafts will be reviewed by both the primary and secondary readers for final edits and recommendations. Both readers will provide feedback to the student within 2 weeks of receiving the second draft.

Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval Students will submit the final draft of their essay to both primary and secondary readers for approval and submission to the Academic Office. Both primary and secondary readers will also submit their approval for the essay directly to the Academic Office. Please note that if the essay is not approved by both readers, students may not participate in the oral presentation and may be in jeopardy of not graduating. Step 10: Oral Presentation of Essay Each student is required to present his/her essay in a 10 minute PowerPoint presentation at a public seminar before the end of the 4th term. The student’s advisor is expected to review draft presentations prior to a practice session. The practice session will be scheduled approximately one week prior to the public seminar. No video clips are allowed in the presentations.

Deadlines

In preparation for the completion of the Master’s essay and presentation, students should contact their advisor no later than 2nd Term to discuss the type of essay the student is interested in writing. Master’s Essays are due early in the 4th Term. Therefore, students should begin to work on their paper no later than 3rd term, and complete it early in the 4th term (see deadlines below). Master’s Essay Deadlines One year Master’s Students

Tasks 2016-17 Deadlines 2017-18 Deadlines Submit one page form to identify essay topic, format and readers If essay is a research report, work with JHBSPH faculty to submit IRB application

November 18, 2016

November 17, 2017








Presentation of essay Mid April through Early May

Mid April through Early May

These dates are not guidelines, they are deadlines. Students should plan on being in frequent contact with their advisor and reader during this period of their academic program.




1) The essay should be between 15-20 pages in length including tables, but excluding the title page, acknowledgements, references/bibliography, and appendices. (Note: longer papers will not be accepted.)

2) All essays should have a Title page which states the title of the essay, the student’s name, the readers (with an indication of who is the advisor), and the date. Please see template. You may include an acknowledgments page if you wish.










Essay Formats

The following are the specific guidelines for each essay format. Please note that if a student prefers a format that is different from those specified below, he/she will need advisor approval.







o What are the knowledge gaps and how does the current study fill those gaps?


o Study design

o Population/participants

o Measures/Topics of interest: [for quantitative analyses, include variable tables that specifies variables and how operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]

o Data analysis



• References

• Tables/figures


• Executive summary (2-3 pages) [Should include an Introduction and overview of public health problem and a brief discussion about how the problem could be addressed.]




• Potential solutions/remedies to address problem; A policy analysis must include a discussion of alternative policy strategies, and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies. (4-6 pages)





3) Systematic Literature Review: this format would analyze an important public health problem/issue by examining the literature published on the problem/issue.*

*Students should either have taken the systematic review course or be working with faculty with expertise in systematic reviews in order to meet this essay requirement.


o Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions




o What are the knowledge gaps and how does the current literature review contribute to field or fill those gaps?


o Databases used

o Search criteria

o Analytic tables



• References

• Tables/figures

4) Evaluation of a Program/Project: this involves evaluating/monitoring an existing public health program/project and could include a process evaluation, an outcome evaluation, or an impact evaluation


• Description of Program/Project (1 to 3 pages)


o Target audiences (what are the groups/individuals who are going to be targeted for the program/project?)

o Outcomes


• Objectives of Program/Project (1 page)

• Logic Model of Program/Project (1 page)

• Evaluation Methodology (3 to 6 pages)


o Indicators


o Sample size

o Sampling strategy

o Data analysis


• Timetable (1 page)

Information Regarding Methods Section for Research Report, Structured Literature Review and Evaluation of a Program/Project The information included in the Methods section should provide sufficient detail to the reader so that the quality of the study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are encouraged to include an appendix describing additional details about the study methods This appendix should supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications about the methods is not adequate.

Evaluation Criteria for Masters Essay Readers



• The essay is suitable for publication either for a peer-reviewed journal or an organization/government report

Honors

Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for an honorary ‘distinction’ award. Nominations will be accepted from both primary and secondary readers. Student essays that receive a distinction award will be selected by the masters committee.


Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson ([email protected]) for any assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public Health Informationist ([email protected]) or Claire Twose, Associate Director, Public Health and Basic Science Informationist Services ([email protected]). Additional resources for essay writing and preparing oral presentations may be found at: Welch Medical Library.





PART IV PFRH-General Information

PFRH-General Information 2016-17


A. Education Office

The education office is your first point of contact for most questions regarding academics student related matters. Donna Strobino, PhD Vice Chair of Education [email protected] 410-502-5451 Gilbert Morgan Academic Program Administrator [email protected] Room E4039 410-614-6676 Jamie Haines Academic Program Coordinator [email protected] Room E4034 (410) 955-1116

B. Payroll

Teaching and research assistant payroll forms can be found online at my.jhsph.edu under the department in the section called Human Resources and Payroll. All questions regarding payroll including stipends should be directed to [email protected]. Completed paperwork that cannot be sent electronically should be delivered to the front office – E4527. Those who need to be set up on payroll for stipends payments should email [email protected] to set up an appointment

C. Information Technology

• The Information Technology (IT) office serves as a central computing resource for the School of Public Health. The mission of the computing center is to provide hardware, software, and service resources to support the instructional and research needs of the students and faculty.

• The Information Technology Team provides leading edge technology and systems support at JHSPH. Their Anytime-Anywhere strategy means that the School’s information resources are available to the faculty, students and staff of JHSPH from anywhere in the world, any time they need them.

• Access to facilities is provided at three micro computing labs (W3017 and W3025 SPH, B141 Hampton House). These facilities are available 24 hours a day, seven days a week except when a class is being taught. A schedule is posted outside of each room.

• To place a HELP call, go to my.jhsph.edu and click on the “Online Help Desk” image https://my.jhsph.edu/Offices/InformationSystems/Pages/default.aspx

Information Technology Office Hours Office: W3014, Wolfe St. Phone: 410-955-3781 (5-3781) Hours: Monday10:30 am-5:00 pm; Tuesday-Friday 8:30 am-5:00 pm Weekends Walk-in and Phone-in 11:00 am - Noon, closed holidays and holiday weekends.

D. Departmental Seminars

PFRH holds a noon seminar series every Wednesday 1st through 4th term. PFRH students are required to attend. The schedule of seminars will be sent in advance via email to all PFRH students and listed in the JHSPH Weekly Calendar. All graduating students are required to make a presentation of their thesis results in a formal academic setting, which may include the departmental noon seminar, or a professional meeting.

E. Departmental Special Seminars

The department offers special seminars throughout the year (i.e. Research Day and the Masters’ presentation seminar). Students may be required to attend additional seminars throughout the year.




https://my.jhsph.edu/Offices/InformationSystems/Pages/default.aspx

http://www.jhsph.edu/departments/population-family-and-reproductive-health/news-and-events/wednesday-seminars/

PFRH-General Information 2016-17


F. Departmental Services

1. Facsimile Machine Students have access to send and receive local faxes from the departmental fax machine listed below. (410) 955-2303 (Bloomberg School of Public Health building E4527 PFRH Main Office). 2. Student Rooms / Telephone The PFRH Department student room is located in W4510 of the Bloomberg School of Public Health building. Students also have access to a telephone in this room for local calls only. 3. Kitchens The department has three kitchens available for your use. Refrigerators are cleaned out on Fridays at 4:30 and everything not marked with a name and date is thrown away. Please be advised that the refrigerators (and microwaves) are maintained by our department staff and not housekeeping so please clean up your spills. Also staff, faculty and students share these three refrigerators so please be mindful of storing large items.

G. Parking

See Bloomberg School of Public Health: http://www.jhsph.edu/student-life/transportation/

H. Student Groups

See Bloomberg School of Public Health: http://www.jhsph.edu/offices-and-services/student-assembly/student_groups.html

http://www.jhsph.edu/student-life/transportation/

http://www.jhsph.edu/offices-and-services/student-assembly/student_groups.html

PART V PFRH-Certificate Programs

PFRH-Certificate Programs 2016-17


Maternal and Child Health Sponsoring Department


Educational Objectives

Upon completion of the core courses of the Maternal and Child Health Certificate, individuals will gain a broad understanding of the field that focuses on the health and welfare of women, children, and families. Competencies addressed include the following: understanding of the biological, social, and behavioral factors affecting the health of mothers, children and families; an understanding of the normal patterns of human growth and development; application of the lifecourse perspective to MCH; knowledge of significant past and current national legislative mandates related to MCH, including the structure and roles of legislative and administrative bodies at the national, state, and local levels; ability to define and describe the MCH population in a community; knowledge of the organization and financing of health systems in the U.S.; an understanding of the design, implementation, and evaluation of MCH programs domestically and internationally; and an ability to identify essential gaps in existing programs serving mothers, children, and families.

Intended Audience

The certificate program is open to both graduate students currently enrolled in any division of The Johns Hopkins University, and to individuals who are not currently enrolled in a degree program at Johns Hopkins University. MPH students who affiliate with the Women's and Reproductive Health (WRH) and Child and Adolescent Health (CAH) Concentrations may earn an MCH Certificate; course requirements are adjusted accordingly. To earn the MCH Certificate, students in the WRH concentration must take a child health course, and those in the CAH must take a woman’s or maternal health course in addition to the courses taken to fulfill their concentration requirements

Admissions Criteria

Certificate applicants must submit an Application to the PFRH Academic Coordinator, Room E4039. See "Requirements for Successful Completion" below for all requirements.

Course of Study

Course No. Course Title No. Credits Online Term

Campus Term

Required Courses (8 credits) 380.604 Life Course Perspectives on Health 4 1 1

380.624 Maternal and Child Health Legislation and Programs 4 2 2

Elective Courses Students must take 10 total elective credits. It is highly recommended, but not required that one course be selected from each of the three groupings:

Group A:

221.627

Issues in The Reduction of Maternal and Neonatal Mortality in Low Income Countries 4 - 2

330.640 Childhood Victimization 3 4 380.661 Clinical Aspects of Maternal and Newborn Health 3 - 3

380.662

Critiquing the Research Literature in Maternal, Neonatal and Reproductive Health 4 - 2

380.664 Reproductive and Perinatal Epidemiology 4 - 4

380.765

Preventing Infant Mortality and Promoting the Health of Women, Infants and Children 3 4 -

330.646 Autism Spectrum Disorders in Public Health 2 - SI

380.765 Preventing Infant Mortality and Promoting the Health of Women, Infants and Children 3 4

Group B: 223.663 Infectious Disease and Child Survival 3 - 3

http://www.jhsph.edu/dept/pfrh


















http://www.jhsph.edu/courses/course/330.646/11/2014/19746





Course No. Course Title No. Credits Online Term

Campus Term

- or - 223.686 Child and Public Health in the Tropics 4 - WI, SI - and -

380.640

Children in Crisis: An Asset-Based Approach to Working with Vulnerable Youth 3 - 3

380.625

Attitudes, Programs, and Policies for Children with Special Health Care Needs 3 - 3

380.641 Prenatal and Infant Growth and Development* 3 - 1

380.642 Child Health and Development 3 2 - 380.744 Nutrition and Growth in Maternal and Child Health 2 1 - Group C: 380.623 Adolescent Health and Development 3 3 - 380.721 Schools and Health 3 - 4

380.725 The Social Context of Adolescent Health and Development 3 - 4

380.747 International Adolescent Health 3 4 -

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond* Variable units - 3

WI = Course is offered in the Winter Institute held in January in Baltimore/Washington DC SI = Course is offered in the Summer Institute in Baltimore *Cancelled for Academic Year 2016-17

Requirements for Successful Completion

1. Completed and approved MCH Certificate application (see Admissions Criteria above). 2. Successful completion of the two required core courses (8 units) and additional courses from the above list above including at least 10 additional units. Only courses listed are applicable for earning the certificate. Students may not use special studies coursework to fulfill course requirements. 3. All courses taken for a letter grade; a grade of "B" or better is required for 380.604 and 380.624; and a 2.75 or better overall GPA is required. 4. Certificate requirements completed within three years.

Contact Information

Faculty Sponsor Cynthia Minkovitz 410-614-5106 [email protected]

Administrative Contact Gilbert Morgan 410-614-6676 [email protected]





















http://www.jhsph.edu/academics/continuing-education/institutes/winter-institutes/





Public Health Economics Sponsoring Department

Population, Family and Reproductive Health, Health Policy and Management, and International Health


Upon completion of the core courses in the Public Health Economics Certificate Program, students will gain: 1) General Knowledge in Public Health Economics 2) Problem Identification and Evaluation 3) Economic Evaluation 4) Communication and Translation

Admissions Criteria

Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university. Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course of Study

Course No. Course Title No. Credits

Online Term

Campus Term

Required Statistical Courses: Students must complete one of the following statistical series

Statistical Series A:

140.621 Statistical Methods In Public Health 1 4 - 1

140.622 Statistical Methods in Public Health 2 4 - 2



Statistical Series B:

140.651 Methods in Biostatistics I 4 - 1

140.652 Methods in Biostatistics II 4 - 2

140.653 Methods in Biostatistics III 4 - 3

140.654 Methods in Biostatistics IV 4 - 4

Statistical Series C for Applied Economics Program students:

AE 440.605 Statistics * * *

AE 440.606 Econometrics * * *

Required Health Economics Course: Students must complete Sequence E and F and G and H

Economics Sequence E 313.630 Economic Evaluation I 3 - 2

http://www.jhsph.edu/dept/pfrh/

http://www.jhsph.edu/dept/hpm/

http://www.jhsph.edu/dept/ih/













Online Term

Campus Term

Economics Sequence F: There are three options 313.643 OR 313.641 OR 313.610

313.643 Health Economics I 3 - 2

OR

313.641 Introduction to Health Economics 3 3

OR

313.610 Health Economics for Managers 3 - 2

Economics Sequence G: There is only one option

313.631 Economic Evaluation II 4 - 3 Economics Sequence H: There is one option offered during 2 terms each year. Certificate students are only required to take 1 term 313.861 Public Health Economics Seminar 1/term - 3,4 Elective Courses: Students must complete one of the following elective courses

221.619 Introduction to Microeconomics 3 - 1

221.644 Econometric Methods for Evaluation 4 - 4

300.651 Introduction to U.S. Healthcare System 4 4 2

309.62 Managed Care and Health Insurance 3 - 3

309.67 Comparative Health Insurance 3 - 3

309.716 Advanced Methods in Health Services Research Analysis 3 - 1

313.632 Economic Evaluation III 4 - 4

313.644 Health Economics II 3 - 3

313.67 Mathematical Microeconomics 4 - 1

380.756 Poverty, Economic Development and Health 4 - 2

AE 440.601 Microeconomic theory * * *

AE 440.602 Macroeconomic theory * * *

AE 440.622 Cost-Benefit Analysis * * *

AE 440.622 Cost-Benefit Analysis * * * *For non-Bloomberg courses, consult the respective school, institute, or program to confirm course offerings, times, venues, pre-requisites, and credits







http://www.jhsph.edu/courses/list/?keyword=221.644











NOTE 1 Course 313.639 may be required because prior economics is a prerequisite for 313.641. In certain circumstances the instructor for 641 and 643 permits waivers NOTE 2 for CAREY SCHOOL MBA STUDENTS: Carey Business School’s Cost Benefit class can substitute for the Bloomberg class in economic evaluation. Carey School’s Medical Economics 1 & 2 can be substituted for Health Economics 313.641. NOTE 3 for STUDENTS IN APPLIED ECONOMICS PROGRAM Econometrics Course combination: 440.605 – Statistics and 440.606 –can be substituted for Biostats 621-624 or the Biostats 651-654 . Economics of Health 440.672 –can be substituted for 313.641

NOTE 4 Course numbers that begin with AE are not offered by the Bloomberg School of Public Health; they are offered by the Johns Hopkins Krieger School of Arts and Science's Advanced Academic Programs Divisions. Please confirm course offerings, times, venues, prerequisites and credits directly with that program. Requirements for Successful Completion The certificate program requires a minimum of 29 term credits. All courses (except seminar) must be taken for a letter grade. Students must earn a grade point average (GPA) of 2.75 or better in order to complete the certificate program. The certificate program length is flexible; it varies from student to student, however, the certificate must be completed within three years.*Students with prior economics experience can elect to replace 313.642 with other courses in health economics.

Contact Information

Faculty Sponsor David Bishai 410-955-7807 [email protected]

Faculty Co-Sponsor Kevin Frick 410-614-4018 [email protected]






Adolescent Health Sponsoring department



Students earning the certificate will be able to apply knowledge of adolescent growth and development, positive youth development, and cultural and ethical considerations of youth to design, implement, and evaluate adolescent health-related research, programs, and policies. Upon completing the certificate, students will be able to:

1. Describe how developmental (biological, cognitive, psychological), environmental (physical and social), and cultural factors do and can be used to influence the health and health-related behaviors of adolescents

2. Participate in designing research, programs, and/or policies using family-, school-, and/or community-based methodologies that are effective for addressing adolescent health issues and that adhere to ethical standards for adolescents who are legal minors

3. Use integrated knowledge about 1) the factors influencing adolescent health and 2) effective research, program, and/or policy methodologies to design, conduct, and/or evaluate research and/or to develop, implement, monitor, and/or evaluate programs/policies that are appropriate to address adolescent health issues, prevent unhealthy behaviors, and/or promote healthy ones

Admissions Criteria

Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university. Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course of Study


Online Term

Campus Term

Required Courses: Students must complete the following three required courses

380.623 Adolescent Health and Development 3 3 - 380.725 The Social Context of Adolescent Health and

Development 3 - 4

Elective Courses: Students must complete at least three elective courses (12 credits minimum). Two to three should be selected from groups A and B and one from group C.

Elective Courses: Group A

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond*

2 - 2

380.749 Adolescent Sexual and Reproductive Health 3 - 4

380.761 Sexually Transmitted Infections in Public Health Practice

4 4 3

380.762 HIV Infection in Women, Children, and Adolescents

4 4 -

550.629 Introduction to Sexual Orientation, Gender Identity and Public Health 3 -

2

Elective Courses: Group B

301.627 Understanding and Preventing Violence 3 - 3













Online Term

Campus Term

330.627 Gender and Mental Health 1 - S1 330.640 Childhood Victimization 3 - 4

330.661 Social, Psychological and Developmental Processes in the Etiology of Mental Disorders

3 3 3

380.624 Maternal and Child Health Legislation and Programs

4 2 2

380.721 Schools and Health 3 - 4

380.747 International Adolescent Health 3 4 -

410.626 Alcohol, Society and Health 3 - 3

380.635 Introduction to Urban Health 3 - 4

410.752 Children, Media, and Health 3 - 3

Elective Courses: Group C

224.689 Health Behavior Change at the Individual, Household and Community Levels

4 - 2

380.611 Fundamentals of Program Evaluation 4 - 3 410.620 Program Planning for Health Behavior

Change 3 4 1, WI

410.631

Introduction to Community-Based Participatory Research: Principles and Methods

3 - 2

*Cancelled for Academic Year 2016-17


A minimum of 18 credits must be taken. All required and elective courses must be taken for a letter grade and a 3.0 or better overall GPA for all certificate courses is required. Requirements must be completed within a three-year period.

Contact Information

Faculty Sponsor Arik Marcell, MD, MPH, Assistant Professor (443) 287-8946 [email protected]

Faculty Co-Sponsor Robert Blum, MD, PhD, Professor and Chair (410) 955-3385 [email protected]




















Demographic Methods Sponsoring department



The certificate is designed to serve two audiences—masters or doctoral degree students at The Johns Hopkins University and junior and mid-level professionals—desiring to gain skills in applying demographic analytic methods to identify or forecast public health problems and evaluate the effectiveness of policies or interventions aimed at mitigating them. Demographic analytic methods are used to calculate denominators of health measures. They, along with epidemiology methods, are used to develop profiles of those at risk for health/disease conditions, evaluate health care interventions, forecast health resource needs, and inform health care policies and planning based on accurate projections of at-risk groups. Upon completion students will be able to:

• Assess comparative strengths and weaknesses of different methods of demographic analysis • Analyze a range of population and health issues using appropriate demographic methods • Critically evaluate the public health implications of results from applications of different demographic and population analysis

methods

Admissions Criteria

Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university. Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript. All Others interested in the certificate should contact one of the faculty sponsors prior to applying. Applicants apply through the school’s admissions office in September of the year during which they will begin certificate courses. Applicants apply for special student regular status to the Demographic “track/division” of the Department of Population, Family and Reproductive Health. The application includes a copy of all post-secondary transcripts, a statement of purpose, and one letter of recommendation. A committee of faculty will review each application and make the admissions decision. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course of Study

Course No. Course Title No. Credits Online Term Campus Term

Required Courses: Students must complete the following three required courses

380.603 Demographic Methods in Public Health 4 3 2

380.650 Fundamentals of Life Tables 4 - 3

380.651 Methods and Measures in Population Studies

4 - 4

Elective Courses: Students must complete at least six credits of elective courses

140.640 Statistical Methods for Sample Surveys 3 - 3


4 - 2

221.641 Measurement Methods in Humanitarian Emergencies

2 - 2











380.600 Principles of Population Change 4 2 2

380.615 Application of Population Data for Policy and Practice

3 - 2

380.662 Critiquing the Research Literature in Maternal, Neonatal and Reproductive Health

4 - 2

380.711 Issues in Survey Research Design 3 - 3

380.712 Methods in Analysis of Large Population Surveys

3 - 4

380.750 Migration and Health: Concepts, Rates and Relationships

3 - 3

380.758 Demographic Estimation for Developing Countries

4 4 -


A minimum of 18 credits must be taken. All required and elective certificate courses must be taken for a letter grade. Students must maintain a GPA of 2.75 or higher for the certificate courses or a minimum grade of B in each of the certificate courses. Requirements must be completed within a three-year period.

Contact Information

Faculty Sponsor Stan Becker (410) 955-4485 [email protected]












Population and Health Sponsoring department



The certificate is designed to serve two audiences—masters or doctoral degree students at The Johns Hopkins University and junior and mid-level professionals—desiring to expand their knowledge of population dynamics and its linkages with public health issues and their ability to relate population-level concepts and measures of fertility, morbidity and mortality, and migration to epidemiologic risks. A population’s health is shaped by fertility, mortality and migration patterns; and population numbers themselves provide the denominators of basic measures of public health, such as life expectancy, cause-specific mortality rates, and infection rates. Connecting a population and health perspective with public health epidemiology allows us to measure and assess the aggregate-level structure of and variation in health risks by age, sex, or other major factors and across the human life span. Students completing the certificate will gain competency in; knowledge of the components and measures of population dynamics, knowledge of population dynamics’ linkages with public health issues, and the ability to relate vital events and duration exposures with risk factors at the individual and population level.

Admissions Criteria

Persons eligible for admission to the certificate program must be enrolled in a masters or doctoral degree program at The Johns Hopkins University (any division) or be a non-degree student with at least a baccalaureate degree from an accredited college or university. Bloomberg Degree Students are encouraged to contact the faculty sponsors prior to beginning certificate courses to receive advice on elective selection. Applications are available from the Department of Population, Family and Reproductive Health academic coordinator and must be submitted to the certificate faculty sponsors. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript. All Others interested in the certificate should contact the academic coordinator prior to applying. Applicants apply through the school’s admissions office in September of the year during which they will begin certificate courses. Applicants apply for special student regular status to the Demographic “track/division” of the Department of Population, Family and Reproductive Health. A committee of faculty will review each application and make the admissions decision. The certificate program will verify courses and GPA and report the certificate completion to the Bloomberg Office of Records and Registration for inclusion on the student's permanent transcript.

Course Study


Required Courses

380.600 Principles of Population Change 4 2

380.603 Demographic Methods for Public Health 4 3 2

Elective Courses: Students must complete at least 10 elective credits

380.767 Couples and Reproductive Health 3 - 1

380.655

Social and Economic Aspects of Human Fertility 4 - 1

380.604 Life Course Perspective on Health 4 1 1

380.615

Applications of Population Data for Policy and Practice* 3 - 2











221.627

Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries 4 - 2

380.666 Women's Health 3 - 3

380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond* Variable - 2

380.665 Family Planning Policies and Programs 4 - 3

380.750 Migration and Health: Concepts, Rates and Relationships 3 - 3

380.662

Critiquing the Research Literature in Maternal, Neonatal and Reproductive Health 4 - 2

380.664 Reproductive and Perinatal Epidemiology 4 - 4

380.756 Poverty, Economic Development and Health 4 - 2

380.765

Preventing Infant Mortality and Promoting the Health of Women, Infants and Children 3 4 -

380.641* Prenatal and Infant Growth and Development 3 - 1

*Cancelled for Academic Year 2016-17


A minimum of 18 credits must be taken. All required and elective certificate courses must be taken for a letter grade. Students must maintain a GPA of 3.0 or higher for the certificate courses or a minimum grade of B in each of the certificate courses. Requirements must be completed within a three-year period.

Contact Information

Faculty Sponsor Stan Becker (410) 955-4485 [email protected]

Administrative Contact Gilbert Morgan (410) 614-6676 [email protected]










APPENDICES

PFRH-Appendices 2016-17


Appendix I. Department, Degree Program, and Focal Area Competencies Department Competencies

All PFRH masters students must attain proficiency in the following four competencies:

1. Applying selected frameworks to understand population health problems, including a multiple determinants framework for the health of populations across the life course.

2. Identifying and assessing the causes and consequences of population change using demographic methods. 3. Applying statistical and epidemiological methods to address the health of populations. 4. Applying ethical concepts and tools to population health research and practice.

Degree Program Competencies

All PFRH MSPH students must attain proficiency in the following four MSPH-specific competencies:

1. Identifying and assessing how environmental factors influence population health 2. Critically evaluating strategies to promote population health (including policies and programs) 3. Identifying, synthesizing and applying evidence-based public health research theory from a broad range of disciplines and

health-related data sources for problem-solving and to advance programs, policies, systems, and research in promoting population health

4. Translating and communicating research findings or concepts to relevant stakeholders in essay of publishable quality All PFRH MHS students must attain proficiency in the following four MHS-specific competencies:

1. Evaluating and apply study designs for addressing research and evaluation questions about the health of populations. 2. Analyzing data using methodological tools appropriate to the study question and available data. 3. Conducting publishable original, independent research. 4. Translating and communicating research findings to researchers, policy makers, and the public.

Focal Area Competencies

All PFRH masters students must attain proficiency in three competencies in their selected PFRH focal area: 1. Assessing the principal health concerns for the relevant populations, the associated population-based risk factors, and the

relative impact of each risk factor. 2. Need exact wording 3. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant populations.

All PFRH doctoral students must meet proficiency in four competencies in their selected PFRH focal area:

1. Assessing the principal health concerns for the relevant populations, the associated population-based risk factors, and the relative impact of each risk factor.

2. Evaluating strategies to promote population health, including the policies and programs that address health concerns and behavior in the relevant populations.

3. Critiquing health services and systems delivery strategies used to address health concerns in the relevant populations. 4. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant populations.



Appendix II. Work Agreement WORK AGREEMENT

MASTER of SCIENCE in PUBLIC HEALTH (MSPH) INTERNSHIP DEPARTMENT OF POPULATION,

FAMILY & REPRODUCTIVE HEALTH JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH 615 N. Wolfe Street, Baltimore, MD 21205 410-614-6676

Student’s Name: Student’s Faculty Advisor: Agency and Address:

Student’s Contact Information during Placement: Telephone #: E-Mail: Fax #: Primary Preceptor’s Name:

Preceptor’s Title and Contact Information: Telephone #: E-mail: Fax #:

Inclusive Dates of Placement:

Student’s Weekly Work Schedule (days/hours): Specific Work Objectives (preferably measurable):

Please provide % of time for each objective and attach work objective/job description as appropriate COMPENSATION: ALL NEGOTIATIONS AND ARRANGEMENTS PERTAINING TO A MONETARY AWARD FOR THE STUDENT INTERN MENTIONED ABOVE SHALL BE UNDERTAKEN BETWEEN THE STUDENT AND THE SPONSORING AGENCY WITH THE CONSULTATION AND ADVICE OF THE FACULTY ADVISOR AND MSPH PROGRAM DIRECTOR. ANY AWARD IN THE FORM OF FINANCIAL REMUNERATION IS DISCREET AND HELD IN CONFIDENCE BY THE AFOREMENTIONED PRINCIPALS.

A. Statement of the Student: I have participated in negotiating and writing this work agreement and with my signature certify that it is consistent with my field placement objectives. I will make every effort to fulfill these objectives during my field placement.

Student Signature/Date

B. Statement of the Agency Preceptor: I have participated in negotiating and writing this

work agreement and with my signature certify that it accurately represents my expectations of the student. I further agree to arrange space and support services for the student, meet at least once every two weeks with the student, communicate with the faculty advisor at least once a month, and submit a written evaluation of the student within two weeks after the placement ends.

Preceptor Signature/Date Please note that during the course of the placement, this agreement may be amended, in writing, with the prior approval of the student, preceptor, and faculty advisor.



Appendix III. Student Field Placement Evaluation Report

MSPH STUDENT FIELD PLACEMENT EVALUATION REPORT

The MSPH Internship Report is a review and synthesis of a student’s experience in the internship. Its content should include the following:

A. Inclusive dates and total hours

B. Extent to which the placement experience did/did not meet each of the objectives outlined in the work agreement. 1. For those work agreement objectives which were accomplished, description of how they were

accomplished (append relevant materials, e.g. questionnaires, protocols, manuals, bibliographies, etc.)

2. For those not accomplished, explanation and statement of barriers and problems

C. Relationship of activities to course work 1. Examples of theory and principles of public health reflected in the placement experience 2. Examples of occurrences, observations inconsistent with theory and principles

D. Content, process and quality of orientation and supervision

E. Perception of major areas of growth, learning, skill development during placement

F. Aspects of the setting that limited growth, learning, skill development during placement

G. Recommendations regarding:

1. Placing students in this setting in the future 2. Improving the process of arranging the placement and maximizing its value as a learning

experience 3. Changing the curriculum to better prepare students for public health practice

The paper should be typed and double-spaced. Substance is of far greater interest than length. So that students can be candid, this report will not be shared with the agency supervisor or other agency personnel. This report must be submitted to the PFRH MSPH 2nd Year Cohort site on CoursePlus by January 5, 2017.



Appendix IV. Student Evaluation of Preceptor Johns Hopkins Bloomberg School of Public Health

Department of Population, Family and Reproductive Health Field Placement Evaluation of Preceptor Form

Student’s Name: Preceptor’s Name:

Agency Name: Placement Dates:

Student should complete the form and return it to the MSPH program office. Feel free to provide additional comments or details about important areas.

CRITERIA

Excellent

Good

Fair

Needs Work

Public Health Background and Knowledge 1. Knowledge of Public Health Issues Comment: 2. Knowledge of Public Health Methods Comment: Professional Conduct and Mentoring 3. Proactive Communication Comment: 4. Accessibility Comment: 6. Giving directions Comment: 7. Giving Feedback Comment: 8. Networking student within the agency Comment: Project Specific Performance 9. Given appropriate role in project Comment: 10. Project allowed for integration of public health training into tasks

Comment: 11. Project allowed for the use of public health skills

Comment: 12. Facilitated the achievement of field placement goals/objectives

Comment: 13. Facilitated contribution to agency mission Comment: Overall evaluation of the Preceptor Comment: Please answer each of these questions (either by inserting typed text after each question or on a separate sheet of paper):

1. Thinking about the overall placement, how frequently did you and your preceptor meet? 2. Were all proposed work objectives successfully completed? Please Explain. 3. In terms of specific skills, what are the preceptor’s major strengths? 4. In terms of specific skills, what are the preceptors’ main areas for improvement? 5. In thinking about future preceptors, what characteristics do they need to be successful? 6. In thinking about future field placements, would you recommend this placement to other students? Please Explain. 7. Other comments:



Appendix V. Preceptor Evaluation of Student

Johns Hopkins Bloomberg School of Public Health Department of Population, Family and Reproductive Health

MSPH Student Field Placement Performance Evaluation by Preceptor Please submit this completed form to the Masters Assistant Director, Dr. Susan Gross at [email protected], Jamie

Haines at [email protected] as well as the student that completed the field placement.

Student

Prepared by Organization

Dates of Internship Form Completed

Excellent Above

Average Average Below

Average Poor N/A

Academic preparation Demonstrated knowledge of public health issues that are pertinent to your organization’s mission

Knowledge or experience with public health tools that are relevant to your organization’s activities (e.g. epidemiological methods)

Professional Conduct Demonstration of initiative Followed through on assigned tasks Effective communication Appropriate and effective interaction with supervisor Appropriate and effective interaction with colleagues Integration of supervisor’s suggestions/constructive criticism

Project Specific performance Appropriate role in project operation Integration of didactic training into assigned tasks Utilization of appropriate public health practice skills (e.g. data collection/management; quantitative/analytical, program planning, literature review, information presentation)

Achievement of internship goals/objectives Contribution to the Organization’s mission Overall evaluation of student intern Would you recommend this student as an intern or job applicant to a professional colleague? Why or why not? Other Comments:





Appendix VI. Masters Essay Topic Form

MASTERS ESSAY TOPIC FORM Student’s Name: Advisor: 1st reader: 2nd reader: Title of Essay: Essay format (check one): ___ Research report ___ Analysis of a public health problem or Legislation position paper ___ Systematic literature review ___ Evaluation of a program/project IRB approval needed? Yes___ No___ Checklist of skills needed for essay: ___ Literature search & review ___ Program monitoring/evaluation ___ Qualitative data analysis ___ Secondary data analysis ___ Grant writing ___ Policy brief writing

Qualifications of students to complete essay: Student Signature:______________________ Date: __________ SPH Advisor Signature*:______________________ Date:___________ Primary Reader (if different from Advisor)*:_________________________ Date: ___________ *By signing you are approving this essay topic and format



Appendix VII. Reader Approval Form

Reader Approval 2016

TO: Robert Wm. Blum, MD, MPH, PhD

William H. Gates Sr. Professor and Chair PFRH c/o Jamie Haines (E4034) ([email protected] )

DATE: __________________ FROM: __________________

Masters Essay Reader

1st Reader______ 2nd Reader______

I have read the Masters Essay for_____________________, and I APPROVE_____ DO NOT APPROVE_____ ______________________________ _________________ Signature Date



Appendix VIII. Master’s Essay Distinction Award Nomination Form Faculty may nominate students for which they were first readers on their Master’s Essay. The deadline to submit nominations is April 22, 2016 by 5pm. Students may not self-nominate and should not be aware that they have been put forward for the award. Students are not eligible if they were late in submitting their 1st draft and/or final essay. Nominations should be submitted to Jamie Haines ([email protected]). Student Name Name of Nominator Compared to other PFRH Master’s essays, please rate(with “X”) the student’s essay on the following criteria:

Top

1% 5% 10% 25% 50%* Originality

Clarity Public Health Impact Contribution to Knowledge * Please reconsider whether nomination is appropriate. Please describe why you are nominating the student (5 sentences or less): Please describe the level of independence demonstrated while working on his or her essay (5 sentences or less): If this essay were to be submitted for publication, would the student be listed as first author? __Yes __No If no, please explain (2 sentences or less):




Appendix IX. Essay Template The following pages show the template for the Essay. Typing guidelines:







[Essay Title]

[Student Full Name]

First Reader [and advisor]: [Name and Credentials] Second Reader [and advisor]: [Name and Credentials]

Third Reader: [Name, Credentials and Organization, if applicable] [Date]

In partial fulfillment of degree requirements for the [Master of Science in Public Health/ Master of Health Science], Department of Population, Family and

Reproductive Health

Beginning of Essay



Appendix X. PFRH Degree Requirements Waiver Request

PFRH Degree Requirements Waiver Request Student Name Degree Program Advisor Name Date of Request (MM/DD/YY) Course name and number Reason for waiver request*

*Please state the reason for the request and provide documentation supporting the waiver request (e.g. syllabus for course you would like to take instead of required course, reason you need to take course later in program) Identify if alternate course is proposed, and specify as appropriate.

I understand that this waiver must be approved by my advisor, the program director and Doctoral or Masters Committee. ________________________________ ____________________ Signature of Student Date _________________________________ ____________________ Signature of Advisor Date PFRH Degree Requirements Waiver Procedure:

All waiver requests must be submitted on this form to the Education Office. Once approved, documentation of the waiver will be maintained in the student’s file. PFRH students may petition the PFRH Doctoral or Masters Committee, with consent of their academic advisor, to waive a particular course in the PFRH list of requirements, but it must be replaced with a similar or higher level course. Students should first contact the Education Office with their request once s/he has consent from her or his advisor. The Academic Program Administrator will forward the request onto the degree program director. Evidence of having taken a similar course in a previous graduate program or a rationale for substituting a course must be provided with the petition. Students requesting waivers must present evidence of prior coursework in the same subject, including a syllabus and transcript. No waivers will be granted for courses in which the student received less than a B. If a waiver is granted, another course must be taken as substitute.

Please submit this request to the Academic Program Coordinator, Jamie Haines (E4034)

Office Use Only Date request received___________ Departmental or Focal Area requirement____________________ Approval Date______________________Student Record updated □ Alternate Course______________________________

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