Graduate School of Arts and Sciences Bulletin of Yale University
 
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Epidemiology and Public Health

60 College Street, 785.6383
http://info.med.yale.edu/eph/
M.S., M.Phil., Ph.D.

Chair
Paul Cleary

Director of Graduate Studies
Nancy Ruddle (785.6383)

Director of Medical Studies
Robert Dubrow

Director of Medical Research
Elizabeth Claus

Professors
Serap Aksoy, Elizabeth Bradley, Michael Bracken, Kelly Brownell (Psychology), Richard Bucala (Medicine), Michael Cappello (Pediatrics), Paul Cleary, Mark Cullen (Medicine), Erol Fikrig (Medicine), Durland Fish, Robert Heimer, Theodore Holford, Jeannette Ickovics, Edward Kaplan (School of Management), Stanislav Kasl, Harlan Krumholz (Medicine), Brian Leaderer, Robert Makuch, Lawrence Marks, Susan Mayne, Diane McMahon-Pratt, I. George Miller (Pediatrics), A. David Paltiel, Harvey Risch, Nancy Ruddle, Peter Salovey (Psychology), Mark Schlesinger, Jody Sindelar, Mary Tinetti (Medicine), Daniel Zelterman, Heping Zhang, Hongyu Zhao, Tongzhang Zheng

Associate Professors
Susan Busch, Elizabeth Claus, Loretta DiPietro, Josephine Hoh, Beth Jones, Amy Justice (Medicine), Douglas Leslie (Psychiatry), Becca Levy, Haiqun Lin, Nina Stachenfeld, Christian Tschudi, Herbert Yu, Liangbiao Zheng

Assistant Professors
Colleen Barry, Michelle Bell (Forestry & Environmental Studies), Andrew Epstein, Jason Fletcher, Alison Galvani, Yongtao Guan, Melinda Irwin, Patricia Keenan, Trace Kershaw, Kaveh Khoshnood, Tene Lewis, Judith Lichtman, Shuangge Ma, Xiaomei Ma, Kathleen McCarty, Annette Molinaro, Linda Niccolai, Melinda Pettigrew, Jennifer Ruger, Hong Wang, Yawei Zhang, Yong Zhu

Fields of Study

Programs of study are offered in the areas of biostatistics, chronic disease epidemiology, environmental health sciences, genetic epidemiology, health policy and administration, and epidemiology of microbial diseases (infectious disease epidemiology, vector-borne diseases, immunology, parasitology, and virology). The Social and Behavioral Program (SBS), within the Chronic Disease Epidemiology Division, offers students specialized instruction in the theory and methods of the social and behavioral sciences. All programs are under the faculty of the Department of Epidemiology and Public Health.

Special Admissions Requirements

Applicants should have a strong background in the biological and/or social sciences. Students pursuing a Biostatistics specialty should have a strong background in mathematics. The GRE General Test is required. Students whose native language is not English must submit scores from the TOEFL, TSE, or IELTS examination.

Special Requirements for the Ph.D. Degree

At the end of year 1 and 2, advisers will be asked to complete a progress report for each student evaluating their academic progress and describing their readiness for teaching and/or conducting research. This is then discussed with the student and reviewed by the DGS. Students who have not progressed adequately will be asked to meet with the DGS to address the situation. Advisers of students in year 3 who have not been admitted to candidacy by May of that year will also be asked to complete a progress report. Once a student is admitted to candidacy, he/she will be required by the Graduate School to complete an annual Dissertation Progress Report.

To be admitted to candidacy, students must: (1) satisfactorily complete the course requirements for their division as outlined in the most current EPH Bulletin, achieving grades of Honors in at least two; (2) obtain an average grade of High Pass on the qualifying examination; and (3) submit an approved dissertation prospectus. The qualifying examination must be taken by the end of the second full academic year. With the assistance of the faculty adviser, each student requests appropriate faculty members to join a dissertation advisory committee (DAC). The dissertation prospectus must be approved within a year of passing the qualifying examination.

The DAC reviews and approves the prospectus as developed by the student and recommends to the director of graduate studies (DGS) and the Departmental Doctoral Committee that the prospectus be approved. Each DAC is expected to meet as a group at least once each year, and more frequently if necessary. Since Dissertation Progress Reports are due at the close of the spring term, it is advised that the annual meeting be scheduled during this term. The student schedules meetings of the DAC. The chairperson of the DAC produces a summary evaluation of progress and plans for the coming year. This document is to be distributed to each committee member for comments and signature. Each student and the DGS are to receive a copy of the signed document from the DAC chairperson.

After approval of the prospectus the DAC reviews the progress of the dissertation research and the dissertation and decides when it is ready to be submitted to the readers. At that time the chair of the DAC submits its recommendation to the DGS and the Departmental Doctoral Committee, together with the approved dissertation and its recommendation of suitable readers.

Doctoral dissertations originating in EPH must be presented in a public seminar. This presentation is scheduled after the submission of the dissertation to the readers and preferably prior to the receipt and consideration of the readers’ reports. At least one member of the DAC supervising the dissertation and at least one member of the departmental Doctoral Committee are required to attend the presentation.

The normal requirement for the degree of Doctor of Philosophy is four full years of graduate study. Generally the first two years are devoted primarily to course work. All doctoral students are required to successfully complete a minimum of ten graduate-level courses and must satisfy the individual divisional requirements. Courses such as Dissertation Research, Preparing for Qualifying Exams, or Seminar do not count toward the course requirements. However, students must register for these “courses” in order for them to appear on the transcript.

Students must achieve the grade of Honors in at least one full-year or two full-term graduate courses, taken after matriculation in the Graduate School and during the nine-month academic year. The Honors requirement must be met in courses other than those concerned exclusively with dissertation research and preparation. See Course and Honors Requirement for more details.

The special course requirements for each division are:

Biostatistics—an average of three to four courses per term plus seminars and colloquia;

Chronic Disease Epidemiology—an average of three to four courses per term plus seminars and colloquia;

Environmental Health Sciences—an average of three to four courses per term plus seminars and colloquia;

Epidemiology of Microbial Diseases—two years of course work and seminars developed with a faculty adviser;

Health Policy—an average of three to four courses per term plus seminars and colloquia.

Teaching experience is regarded as an integral part of the graduate training program. Doctoral students are required to satisfactorily complete four terms as Teaching Fellows (10 hours/week). During the second and third years of study, students serve as Teaching Fellows (10 hours/week) each term. First-year students are encouraged to focus their efforts on course work and in most instances are not permitted to serve as Teaching Fellows. First-year students may be allowed to serve as Teaching Fellows if they have been awarded advanced standing. Advanced standing is only available to students who have completed previous graduate study at Yale (e.g., the M.P.H. program); see Transfer Credit and Advanced Standing. If a student has been awarded one year of advanced standing, he/she will be allowed to teach both fall and spring terms of the first year. If a student has been awarded on! e term of advanced standing, he/she will only be allowed to teach during the spring term of the first year. Students interested in serving as Teaching Fellows during their first year of doctoral study should submit a petition to the DGS well before the start of the term in which they hope to participate in a course. In some instances, when a student has demonstrated excellent teaching abilities and with the approval of the DGS, graduate research assistantship opportunities may take the place of teaching in the third year of study. By year 4, all students are engaged in full-time research activities.

Master’s Degrees (in Epidemiology and Public Health)

Terminal M.S. in EPH. The department offers a terminal master’s degree program leading to an M.S. in Epidemiology and Public Health in two specialty areas: Biostatistics (a two-year program) and Chronic Disease Epidemiology (a one-year program). All students must fulfill both the departmental and Graduate School requirements for a terminal M.S. degree.

Students must have an overall grade average of High Pass, including a grade of Honors in at least one full-term graduate course (for students enrolled in the one-year program in Chronic Disease Epidemiology) or in at least two full-term graduate courses (for students enrolled in the two-year program in Biostatistics). In order to maintain the minimum average of High Pass, each grade of Pass on the student’s transcript must be balanced by one grade of Honors. For more details, please see Course and Honors Requirements.

A Biostatistics or Chronic Disease Epidemiology student who is withdrawing from the Ph.D. program, and has successfully completed all required course work for the terminal M.S. degree (described below), may apply and be recommended for the M.S. in EPH. In other divisions (Environmental Health Sciences, Epidemiology of Microbial Diseases, or Health Policy Administration) students must have successfully completed (prior to withdrawal) at least one year of the doctoral program in order to receive an M.S.

M.Phil. (en route to the Ph.D.). Students who have completed all requirements for the Ph.D. except the dissertation may petition the Graduate School for the Master of Philosophy degree.

Fields of Study

Terminal M.S. in EPH–Biostatistics

Faculty in the Biostatistics division of the Department of Epidemiology and Public Health offer a two-year terminal Master of Science degree. Fields include clinical trials, epidemiologic methodology, statistical genetics, and mathematical models for infectious diseases.

Requirements for M.S. in EPH–Biostatistics
Applicants should have a strong background in quantitative sciences such as mathematics. In addition, it is recommended that applicants have undergraduate course work in the biological and social sciences. At a minimum, applicants would have taken one year of calculus and a course in linear algebra prior to enrolling in this program.

The GRE General Test is required. Students whose native language is not English must submit scores from the TOEFL, TSE, or IELTS examination.

A minimum of twelve courses must be completed, and a grade of Honors achieved in at least two courses with an overall grade average of High Pass. An acceptable master’s thesis must be submitted.

Terminal M.S. in EPH–Chronic Disease Epidemiology

Faculty in the Chronic Disease Epidemiology division of the Department of Epidemiology and Public Health offer a one-year terminal Master of Science degree. This one-year program is designed for individuals who work in the pharmaceutical industry, other science Ph.D.s, or medical professionals who seek the skills necessary to conduct epidemiological research in their professional practice.

Requirements for M.S. in EPH–Chronic Disease Epidemiology
Applicants should have a basic understanding of quantitative science and statistics. It is recommended that candidates have strong science backgrounds and demonstrated competency in statistical analysis and logical thinking. Applicants from rigorous programs in the biological or social sciences will be given preference. At a minimum, applicants should have one year of course work in statistics or equivalent prior to enrolling in this program. Part-time enrollment will not be permitted.

Applicants must take the GRE General Test. Students whose native language is not English must take the TOEFL or IELTS examination.

A minimum of ten courses must be completed and a grade of Honors achieved in at least one course. It is expected that this program will be completed during a single academic year. Satisfactory completion of the Capstone experience is required. In the Capstone experience the student is required to complete an NIH-type grant application that is deemed reasonably competitive by a faculty member. An optional Capstone experience is an individualized tutorial in which the student completes a manuscript that is suitable for submission for publication in a relevant journal. This manuscript may be derived from course work from any of the courses taken by the student.

M.D./Ph.D. Program Requirements for Epidemiology and Public Health

All M.D./Ph.D. students must meet with the director of graduate studies in Epidemiology and Public Health as soon as they affiliate with EPH. Students in this program are expected to meet the guidelines listed below in the timeframe outlined. The director of graduate studies must approve any variations to these requirements.

Teaching: One term of teaching as a TA 2 (10 hours/week) will be required without pay. If students teach beyond this requirement, they can be compensated. If a student has served as a teaching assistant elsewhere on campus, this experience may be counted toward the requirement. Divisional approval is required to waive the teaching requirement on the basis of previous Yale teaching experience.

Rotations/Internships: Students should do two four-week rotations/internships with potential advisers in EPH. These short-term research projects will be with a specific Principal Investigator and can be either in a lab, or field work, or analysis of an existing dataset. The purpose of these rotations/internships is to learn lab or field technique and to allow the student time to determine if the PI’s research interests are compatible with his/her research interests. These rotations/internships are usually done during the summer between the first and second years of medical school course work. In some cases, a student may need to defer this activity until the summer after the second year after taking certain courses and/or completing readings so that he/she possesses the background necessary for a successful rotation/internship.

Required Course Work: M.D./Ph.D. students are generally expected to take the same courses as traditional Ph.D. students. Divisional requirements may vary therefore; students should confer with the DGS and their Ph.D. adviser.

Timeline for Qualifying Exam: Students generally will take medical school courses in years 1 and 2, then EPH doctoral course work in years 3 and 4 (all or part of year 3). The qualifying exam is generally completed by the summer following the fourth year.

Prospectus Timeline: Students are encouraged to develop their prospectus during their third and fourth years of study, while taking courses in EPH. Upon completion of the qualifying exam, students should focus entirely on completion of the prospectus, which should be submitted no later than six months after the completion of the qualifying exam.


Ph.D. or terminal M.S. degree program materials are available upon request from the Office of the Director of Graduate Studies (c/o M. Elliot), Epidemiology and Public Health, Yale University, PO Box 208034, New Haven CT 06520-8034; 203.785.6383; e-mail, eph.doctoral@yale.edu.

Courses for all Epidemiology and Public Health Graduate School Degrees

BIS 505a, Introduction to Statistical Thinking I.  Elizabeth Claus.
This course provides an introduction to the use of statistics in the fields of epidemiology and public health. Topics include descriptive statistics, probability distributions, parameter estimation, and hypothesis testing, as well as an introduction to sampling and simple linear regression. Statistical analysis using the Statistical Analysis Systems (SAS) software on the PC is introduced.

BIS 505b, Introduction to Statistical Thinking II.  Daniel Zelterman.
This continuation of BIS 505a covers multiple regression, analysis of variance, nonparametric tests, survival analysis, poisson regression, and logistic regression. The course concludes with a review of commonly used statistical methods. As in the first term, the Statistical Analysis Systems (SAS) software package is used for statistical analysis. Prerequisite: BIS 505a.

BIS 511a, GIS Applications in Epidemiology and Public Health.  Theodore Holford.
The study of epidemiology often seeks to determine associations between exposure risk and disease that are spatially dependent. Geographic information systems (GIS) are modern computer-based tools for the capture, storage, analysis, and display of spatial information. GIS technologies are just beginning to be used for public health planning and decision making. Public health applications of GIS provide cost-effective methods for evaluation interventions and modeling future trends, and also provide a visual tool for data exploration. This class teaches the technical and design aspects of implementing a GIS project in public health and provides students with basic tools for using GIS. Examples are given to introduce a variety of applications in the field of epidemiology.

BIS 525a and b, Seminar in Biostatistics.  Shuangge Ma.
Faculty and invited speakers present and discuss current research.

BIS 538b, Survey Sampling: Methods and Management.  Robert Makuch.
This course reviews the major sampling plans: simple, stratified, systematic, and cluster random sampling. The uses of weighted data and ratio estimation are discussed. The course emphasizes application of methodology, including use of SUDAAN. Prerequisite: BIS 505b or equivalent.

BIS 540a, Fundamentals of Clinical Trials.  Robert Makuch.
This course addresses issues related to the design, conduct, and analysis of clinical trials. Topics include protocol development, examination and selection of appropriate experimental design, methods of randomization, sample size determination, appropriate methods of data analysis including time-to-event (possibly censored) data, and interim monitoring and ethical issues. Prerequisite: BIS 505a or equivalent and second-year status.

BIS 561b, Advanced Topics and Case Studies in Multicenter Clinical Trials.Peter Peduzzi, Pamela Hartigan.
This course addresses advanced issues related to the design, conduct, monitoring, and analysis of multicenter randomized clinical trials. Topics include organizational, regulatory, and human rights issues; an overview of design strategies; advanced topics in sample size estimation and monitoring; data management and quality assurance procedures; cost-effectiveness and quality of life; and case studies of vaccine trials, factorial trials, primary and secondary prevention trials, large simple trials, strategy trials, and cost-effectiveness. The case studies include many of the classical and landmark clinical trials, such as the polio vaccine field trial, Physicians Health Study, and the trials of AZT for the treatment of AIDS. Prerequisite: BIS 505a.

BIS 623b, Applied Regression Analysis.  Yongtao Guan.
This course covers linear regression, estimation, and testing hypotheses in multivariate regression, regression diagnostics, analysis of variance, and adjusting for covariates. Emphasis is on the application of methods. SAS software is used throughout the course. Prerequisite: BIS 505b or equivalent.

BIS 625a, Categorical Data Analysis.  Daniel Zelterman.
This course presents methods for analyzing categorical data in public health, epidemiology, and medicine. Topics include discrete distributions, log-linear models, and logistic regression. Emphasis is placed on the application of the methods and the interpretation of results by applying the techniques to a variety of data sets. Prerequisite: BIS 505b.

BIS 628b, Longitudinal Data Analysis.  Shuangge Ma.
This course covers methods for analyzing data in which repeated measures have been obtained for individuals over time. Different methods are discussed to handle both continuous and discrete longitudinal response data. Both subject-specific and population averaged approaches are covered (with particular reference to capturing the heterogeneity between different individuals). Some of the approaches covered include linear, nonlinear, and generalized mixed effects models, as well as generalized estimating equations. The course also covers exploratory methods, approaches for handling missing data, and possibly transition models and advanced topics such as multivariate longitudinal responses, nonparametric longitudinal responses, the joint consideration of longitudinal and survival data, and the joint consideration of longitudinal and spatial data. Emphasis is placed on applying the methods, understanding underlying assumptions, and interpreting results. Both! SAS and S-Plus software are used throughout the course. Prerequisites: BIS 623a and BIS 625a.

BIS 630b, Applied Survival Analysis.  Shuangge Ma.
This half-term course demonstrates statistical methods for analyzing and interpreting time to failure data. The techniques described include the construction and analysis of failure rates, survival curves, significant tests for comparing survival curves, and semi-parametric models for the analysis of time to failure data including the proportional hazards model. Skills for using statistical software to perform the calculation are developed. In addition, study design is covered, including sample size and power calculations. Prerequisites: BIS 505a and BIS 505b; BIS623a or BIS 625a.

BIS 631a, Topics in Genetic Epidemiology.  Elizabeth Claus, Hongyu Zhao, Kenneth Kidd.
This course discusses the role of human genetics in epidemiology and public health, focusing on the epidemiology of Mendelian disorders and the genetic and environmental contributions to common, complex familial traits. Topics of discussion include (1) study designs for assessing the importance of genetic factors (population-based as well as family-based designs such as high-risk pedigrees and twin studies), (2) methods for determining mode of inheritance, and (3) the identification and mapping of genes through linkage analyses, candidate-gene approaches, genome-wide association studies, and admixture mapping. Applications of these approaches to clinical medicine are presented. Prerequisites: BIS 505a and BIS 505b (or equivalent) as well as course work in basic genetics. Also GENE 631a.

BIS 632b, Design and Analysis of Epidemiologic Studies.  Annette Molinaro.
This half-term course considers methods for analyzing the association of one or more factors with disease. Topics include the analysis of cohort studies, case-control studies, and vital rates. The analysis of matched data is also discussed. Emphasis is placed on the application and interpretation of the techniques. Issues of study design are also covered. Prerequisites: BIS 505a and BIS 505b; BIS 623a or BIS 625a.

[BIS 637b, Stochastic Processes in Biology and Medicine.]

BIS 640b, Quantitative and Computational Methods in Bioinformatics.  Heping Zhang.
The Human Genome Project has created a great opportunity for biomedical research by providing enormous genetic information. A bottleneck in understanding the biological processes is the problem of how to make best use of the generated information. This course covers statistical techniques in clustering and classification, and artificial neural network, as well as computer algorithms for optimization and search. These techniques and algorithms are applied for and demonstrated in DNA sequencing, miroarray analyses, and protein structure classifications. Students should have one year of master’s-level statistical training or equivalent. The Ph.D. and M.D. students in Biostatistics are encouraged to take this course. Prerequisite: BIS 623a or equivalent.

BIS 643b, Theory of Survival Analysis and Its Applications.  Haiqun Lin.
This course presents the statistical theory underlying survival analysis. It covers different models of censoring and the three major approaches to analyzing this type of data: parametric, nonparametric, and semi-parametric methods. The application of this theory through some exemplary data sets is also presented. Prerequisite: STAT 541a, 542b.

[BIS 645a, Statistical Methods in Human Genetics.]  

[BIS 646a, Nonparametric Statistical Methods and Their Applications.]

BIS 691b, Theory of Generalized Linear Models.  Haiqun Lin.
This course considers a class of statistical models which generalize the linear model through the link functions of response mean. Major varieties of GLMs including models for Gaussian, Gamma, binomial, un/ordered polynominal and Poisson responses are discussed. Goodness of fit of the models and overdispersion is considered. Extensions to correlated responses are examined through the approaches of quasi-likelihood and generalized estimating equation. The course covers both theoretical and applied aspects of data analytic issues arising from practice. Prerequisites: STAT 542b, BIS 623a, and some knowledge of matrix calculation.

BIS 695c, Summer Rotation in Statistical Research.  Theodore Holford.
The purpose of this course is to provide students with the opportunity of gaining practical experience in the analysis and the development of biostatistical methods as part of a health sciences research team including medicine, public health, pharmaceutical industry, or health care delivery. This experience in a research laboratory provides a basis for developing a dissertation proposal that has practical significance for addressing important scientific questions. Students work wih a biostatistics faculty mentor to select a suitable placement for the rotation, and a one-page description of the plans will be submitted to the head of the Biostatistics Division at least three weeks prior to starting the program, for approval by the biostatistical faculty within two weeks. Upon completion of the rotation, a written report of the work must be submitted to the head of the Biostatistics Division no later than October 1, and an oral presentation given during t! he fall term. Prerequisites: completion of one term of the Ph.D. program.

CDE 505a, Social and Behavioral Influences on Health.  Jeannette Ickovics.
This course provides students with an introduction to social and behavioral science issues that influence patterns of health and health care delivery. The focus is on the integration of biomedical, social, psychological, and behavioral factors that must be taken into consideration when public health initiatives are developed and implemented. This course emphasizes the integration of research from the social and behavioral sciences with epidemiology and biomedical sciences. Also PSYC 657a.

CDE 508a, Principles of Epidemiology I.  Robert Dubrow.
This course presents an introduction to epidemiologic concepts and methods. Topics include measurement of disease rates, descriptive epidemiology, ecologic studies, cohort studies, case-control studies, cross-sectional studies, randomized controlled trials, causation, random variation and statistical significance, bias, confounding, effect modification, epidemic investigation, measurement validity, screening, and molecular epidemiology. The course utilizes a wide variety of case studies from both chronic and infectious disease epidemiology. Also EMD 508a.

CDE 516b, Principles of Epidemiology II.  Xiaomei Ma.
This is an intermediate-level course on epidemiologic principles and quantitative methods used in epidemiologic studies. Topics covered at the introductory level are revisited and covered in more depth and breadth, with an emphasis on quantitative issues involved in the design, analysis, and interpretation of epidemiologic studies. Certain new concepts and areas of studies are also introduced. Through readings, lectures, and problem sets, students are expected to (1) develop an increased understanding of epidemiologic principles and methods; (2) identify strengths and pitfalls in the design, analysis, and interpretation of epidemiologic studies in the literature; (3) improve relevant quantitative skills; and (4) master epidemiologic methods to a degree necessary to initiate their own research projects and analyses. Prerequisites: CDE 508a and BIS 505a.

[CDE 518b, Introduction to Pharmacoepidemiology.]  

CDE 523b, Measurement Issues in Chronic Disease Epidemiology.  Susan Mayne.
This course addresses the measurement issues in chronic disease epidemiology from a practical perspective. The first part of the course covers the use and limitations of currently available techniques for measuring exposure to a number of etiologic factors such as diet, alcohol, tobacco, physical activity, psychological factors, and environmental/occupational exposures. The latter part of the course focuses on the measurement of outcome for some of the major chronic diseases, along with some practical considerations involved in conducting chronic disease epidemiology research. Prerequisite: CDE/EMD 508a.

[CDE 531a, Health and Aging.]  

CDE 532b, Epidemiology of Cancer.  Brenda Cartmel.
This course applies epidemiologic methods to the study of cancer etiology and prevention. Introductory sessions cover cancer biology, carcinogenesis, cancer incidence and mortality rates in the United States, and international variation in cancer rates. The course then focuses on risk factors for cancer (including tobacco, alcohol, diet, radiation, and occupation) and on major cancer sites (including colon, breast, and prostate). Emphasis is placed on critical reading of the literature. Prerequisites: CDE/EMD 508a, or permission of the instructor.

CDE 533b, Topics in Perinatal Epidemiology.  Kathleen Belanger.
Pregnancy, delivery, and reproduction provide the course’s organizing focus. The current perinatal epidemiologic literature is critically reviewed from a methodological perspective. Subjects studied include infertility, miscarriage, fetal growth retardation, preterm labor and delivery, aspects of prenatal care, perinatal risks for cancer and other chronic diseases, SIDS, and infant mortality. Students develop an understanding of what evidence is needed to establish causal relationships in this specialty. Implications of research findings for public health policy, individual decision making, and future studies are considered.

CDE 534b, Approaches to Data Management and Analysis of Epidemiologic Data.  Trace Kershaw.
This course provides students with basic skills of data management and data analysis. The SAS statistical program is used. Main topics include using SAS data sets, data manipulation, bivariate and multivariable analyses. Using existing data sets, students test their own hypotheses and develop a research project. Emphasis is placed on the practical application of the skills learned. The course is a useful preparation for the summer internship and for thesis data analysis. Prerequisites: BIS 505a, CDE/emd 508, and CDE major or doctoral status (permission of the instructors for non-CDE majors required); students must have taken or must be currently taking BIS 505b and CDE 516b.

CDE 535b, Vascular Epidemiology.  Judith Lichtman.
Vascular disease is the leading cause of death and disability among industrialized nations. This course introduces students to the major categories of cerebrovascular and cardiovascular disease. Students are challenged to think about how individual diseases contribute to the epidemic of vascular disease in the United States. In this course, students learn basic principles about the rates of disease, risk factors, clinical trial results, and outcomes of vascular dieases. Through the analysis of actual studies, students apply basic epidemiology to critically evaluate current literature and topics in the field of vascular epidemiology. Sessions include a clinical overview of a specific disease or risk factor, as well as highly interactive discussion of a specific epidemiologic topic or principle. Students are encouraged to develop their own solutions to current gaps in the epidemiologic literature.

CDE 545b, Health Disparities by Race and Sex: Epidemiology and Intervention.  Faculty.
The United States Public Health Service states that “eliminating health disparities” is one of the two overarching goals for the national health promotion/disease prevention agenda. This course takes a life course perspective to examine the epidemiology of disparities from the perinatal period (e.g., birth weight) to older adulthood (e.g., mortality). We focus on differences in morbidity and mortality between females and males and between diverse racial/ethnic groups. The primary focus of this course is on understanding the critical determinants and consequences of health disparities, learning to think critically about studies in the field, and developing creative ideas for new approaches to research, intervention, and policy. The course covers state-of-the-science information, taken primarily from journal articles, across a broad range of topics including heart disease, cancer, and AIDS, as well as important psychological, social, and behav! ioral factors that influence health. Emphasis is placed on methodological issues, including measurement, study design, and conducting ethically responsible community-based research. This course focuses not just on understanding disparities, but on evaluating and developing interventions to reduce or eliminate them. Prerequisite: CDE 505a or 571b.

CDE 562a, Nutrition and Chronic Disease.  Susan Mayne.
This course provides students with a scientific basis for understanding the role of nutrition and specific nutrients in the etiology, prevention, and management of chronic diseases. Nutrition and cancer are particularly emphasized. Other topics addressed include cardiovascular diseases, osteoporosis, obesity, diabetes mellitus, and aging. Prerequisites: biology, biochemistry, and physiology helpful.

CDE 570a, Epidemiology of Psychiatric Disorders.  Selby Jacobs.
This course reviews the application of traditional epidemiologic methods to the study of psychiatric disorders. Emphasis is on study design and assessments. New technologies for case identification are discussed. Application of these methods to studies of the epidemiology and genetics of the major psychiatric disorders (e.g., depression, schizophrenia, anxiety disorders) is reviewed. Prerequisite: CDE/EMD 508a.

CDE 571b, Psychosocial and Behavioral Epidemiology.  Stanislav Kasl.
This course provides a systematic overview of psychosocial and behavioral influences on health, illness, and recovery. The factors of interest that influence health include: individual stable characteristics (e.g., traits), characteristics of the primary social environment (e.g., family, friends), settings defined by social roles (e.g., work), and broader contextual factors reflecting social structural variables (e.g., social class). The interplay of the foregoing factors of interest with biomedical and clinical variables constitutes a central theme. Prerequisite: CDE 505a.

CDE 572a, Preventive Interventions: Theory, Methods, and Evaluation.  Melinda Irwin.
This course reviews the theory, methods, and evaluation of health promotion and disease prevention interventions conducted in multiple settings. Topics of promotion and prevention include physical activity, nutrition, obesity, cancer, cancer screening, cardiovascular disease, diabetes, smoking, alcohol and substance abuse, HIV and STDs, condom and contraception use, adolescent pregnancy, and psychiatric and mental health problems. The course combines didactic presentations, discussion, and critiques of health promotion and disease prevention interventions by students. This course is intended to increase the student’s skills in evaluating health promotion and disease prevention interventions, at both the individual and community levels. Prerequisite: CDE 505a.

CDE 574b, Developing a Health Promotion and Disease Prevention Intervention. Trace Kershaw.
This course is intended to be a practical “how to” application of concepts and methods learned in CDE 572a. The primary objective of this course is to gain experience in intervention research by developing a health promotion and disease prevention intervention. Students choose a health problem (e.g., physical inactivity, smoking, HIV risk) and develop an intervention focused on favorably changing the determinants and behavior that influence the health problem. The course emphasizes transferring concepts from the abstract to the concrete. Students develop an intervention manual consisting of actual intervention materials, and methods that specifically outline how the intervention will be designed, conducted, evaluated, and disseminated. Throughout the course students participate in a peer review process to evaluate and give feedback for each section of the intervention manual. Prerequisite: CDE 572a.

[CDE 575b, Religion, Health, and Society.]  

CDE 576b, Social Psychological Theories of Health.  Becca Levy.
This course explores the application of social psychological theories to health. These theories emphasize the interaction of individuals and their environment. The course focuses on theories that generate hypotheses for research addressing public health problems, such as obesity and inequalities in health. The course critically reviews both classical and contemporary theories. Students are encouraged to think about the roles of theories in the development of research findings and how these findings can improve theory. Prerequisite: CDE 571b or permission of the instructor.

CDE 617b, Developing a Research Protocol.  Melinda Irwin.
The objective of this course is to develop a research protocol from hypothesis formation to appropriate study design. Review of relevant background literature, consideration of appropriate statistical techniques, provision of adequate personnel and environment, and understanding of strengths and weaknesses of the proposed study are included. Students are divided into groups, with each group responsible for developing a research protocol suitable for submission as a grant proposal to NIH. Special attention is given to writing techniques and style. Prerequisites: CDE 516b (can be taken concurrently), doctoral student status, or permission of instructor.

CDE 619a, Advanced Epidemiologic Research Methods.  Harvey Risch.
This advanced course focuses on quantitative issues and techniques relevant to the design and analysis of observational epidemiologic studies. Starting with formal definitions of the commonly used epidemiologic parameters, and assuming a working knowledge of ANOVA and linear regression, the course covers analyses based on various related types of regression, e.g., logistic, Poisson, Cox, etc. The GLIM and PECAN computer programs are described and used throughout. Students analyze and discuss data sets of generally increasing complexity. Prerequisites: BIS 505a, 505b, Ph.D. student status, or permission of the instructor.

CDE 630a, Molecular Epidemiology of Chronic Disease.  Herbert Yu.
The course provides an in-depth overview of issues addressed in molecular epidemiology and its application in cancer research. Subjects covered in the course include basic biochemistry and molecular biology, biological mechanisms related to molecular epidemiology research, principles of molecular and biochemical analysis, biotechnologies and laboratory methods used in molecular epidemiology, and interpretation of study results. The course emphasizes the development of abilities to design and conduct molecular epidemiology research and to critically evaluate findings in the literature. Prerequisite: CDE/EMD 508a or permission of the instructor (biochemistry, cell and molecular biology are helpful, but not required).

[CDE 650a, Introduction to Evidence-Based Health Care.]  

CDE 660 a and b, Doctoral Seminar in Epidemiology.  Faculty.
In this seminar, doctoral students present and discuss recently published articles that have strong relevance to the methodological conduct of epidemiological research, or which make significant advances to the content area of specific disease etiology, prevention, prognosis, diagnosis, and treatment. In addition, faculty present their ongoing research and scholarship, and more advanced students share their prospectus and preliminary results for comment and feedback from course participants. Prerequisites: doctoral student status or permission of faculty.

[CDE 669a, Research Seminar in Psychosocial Epidemiology.]

CDE 670a and b, Advanced Field Methods in Chronic Disease Epidemiology.  Faculty.
This course offers direct experience in field methods in chronic disease epidemiology for doctoral students who have not yet taken qualifying exams. Students are expected to actively participate as part of a research team (8–10 hours per week) doing field research in some aspect of chronic disease epidemiology. It is expected that their progress will be directly supervised by the Principal Investigator of the research project. This course can be taken for one or two terms and may be taken for credit (pass/fail). Prerequisite: doctoral student status.

EHS 502a, Physiology for Environmental Health Sciences.  John Stitt.
The purpose of this course is to describe the basic physical properties associated with exposure to environmental stress and the physiological strategies used to maintain homeostasis in the human body. Prerequisites: biology, chemistry.

EHS 503b, Introduction to Toxicology.  Jonathan Borak, Cheryl Fields.
This course examines factors that affect the toxicity of foreign substances. The course first focuses on absorption, distribution, excretion, and metabolism and their contributions to dose-response relationships. Specific toxicological problems are then considered including the effects of metals and solvents, chemical carcinogenesis, neurotoxicology, and developmental toxicology.

EHS 505b, Introduction to Industrial Hygiene.  Judy Sparer. 
Students are introduced to the practice of industrial hygiene: the recognition, evaluation, and control of health hazards in the workplace. Several visits are made to industrial worksites. Topics include regulation of health and safety in the workplace, air sampling and interpretation of sampling results, and approaches to reducing place exposures.

EHS 507a, Environmental Epidemiology.  Tongzhang Zheng.
Environmental epidemiology can provide insight about the association between environmental exposures of a population and adverse health outcomes. The potentials and the limitations of environmental epidemiology are explored as they are inherent in the design of suitable studies and as they manifest themselves in actual studies that have been conducted. The analysis and interpretation of such studies, as well as the consequences for the design and conduct of proposed studies, are examined. Prerequisite: CDE/EMD 508a or permission of the instructor.

EHS 508a, Assessing Exposures to Environmental Stressors.  Brian Leaderer.
This course examines human exposure to environmental stressors as it applies to environmental epidemiology and risk assessment. Indirect and direct methods of assessing exposures are reviewed and case studies are presented.

EHS 510b, Fundamentals of Environmental Health and Risk Assessment.  Kathleen McCarty, Michelle Bell.
This course is an overview of environmental health. Students are introduced to the fundamentals of environmental health from the perspective of using risk analysis to reduce environmentally induced disease. The principles used to apply toxicologic, statistical, and pharmacokinetics factors in the assessment of health risk from chemicals are emphasized. Quantitative risk assessment, exposure assessment, and risk characterization are emphasized.

EHS 511a, Applied Risk Assessment I.  Jonathan Borak.
This course introduces students to the nomenclature, concepts, and basic skills of quantitative risk assessment (QRA). The goal is to provide an understanding necessary to read and critically evaluate QRA. Emphasis is on the intellectual and conceptual basis of risk assessment, particularly its dependence on toxicology and epidemiology, rather than its mathematical constructs and statistical models. Specific cases consider the use of risk assessment for setting occupational exposure limits, establishing community exposure limits, and quantifying the hazards of environmental exposures to chemicals in air and drinking water.

EHS 514a, Environmental Chemistry.  Meredith Stowe.
The basic chemical principles underlying environmental pollutants in water, soil, air, and specialized media are introduced. Various categories of federally regulated compounds and elements are examined with respect to group characteristics, analytical measurement techniques of choice, sampling methods, and data interpretation. Selected chemical agents are studied with regard to their fate (possible transformations/decomposition) in the environment. Students develop insight into some current problems faced in applying pollutant measurements to public health, e.g., analytical precision, uncertainty, detection limits, chemical speciation, and toxicological properties.

EHS 521b, Physical Activity: Physiology and Epidemiology.  Loretta DiPietro.
This course offers a general introduction to the health issues stemming from physical inactivity (or disuse). Basic principles of energy metabolism are covered, as well as both basic and state-of-the-art methods for physical activity assessment. Students examine the major physiologic systems’ adaptation to exercise training and to de-training and how this adaptation may vary by age and sex. The relation of disuse to major chronic diseases across the age spectrum is discussed, as well as individual and community-based intervention strategies to modify behavior and ameliorate the putative effects of a sedentary lifestyle. Finally, the role of the built environment as an environmental “toxin” is examined using the basic principles of environmental health risk assessment (hazard identification, exposure assessment, dose-response, risk characterization, and risk management). Prerequisites: EHS 502a and second-year status.

EHS 525a and b, Seminar in Environmental Health.  Nina Stachenfeld.
Students are introduced to a wide variety of research topics, policy topics, and applications in environmental health. Faculty members, public health professionals, and students make brief oral presentations and engage in related dialogues. The course is designed to help students develop topics for their M.P.H. theses. Second-year students have the opportunity to receive feedback on their developing research. Prerequisite: permission of the instructor.

[EHS 535b, Disaster Preparedness.]  

EHS 545b, Introduction to Environmental Genetics.  Yong Zhu.
The course provides an introduction to genetic susceptibility markers and their interactions with environmental exposures in human disease development. The first part of the course covers basic concepts of human genetics that are fundamental to understanding and conducting environmental genetic studies. The second part of the course emphasizes the genetic responses and effects of exposures to environmental agents. The final part of the course utilizes profiles from gene-environment interactions to illustrate possible etiology of human diseases such as cancer and asthma.

[EHS 553b, Epidemiological Methods in Injury Control.]  

EHS 570a, Public Health Management of Disasters.  David Cone.
This course addresses the role of public health in disaster preparedness and management. It includes discussion of concepts in basic science, human responses to injury and illness, public health systems, and policy. Major topics include types of disasters and their consequences; the role of public health systems in disasters; hazard assessment and community vulnerability management; and mental health and environmental health issues in disasters. Practical applications of the concepts developed are emphasized, as are both the similarities and differences between domestic and foreign disaster management. Prerequisite: CDE/EMD 508a.

EHS 573b, Occupational Epidemiology.  Mark Cullen.
This course considers various approaches to the epidemiologic evaluation of health hazards in the workplace. The work includes consideration of specific substances. Critical review of the literature is stressed. Intermediate to advanced techniques in study design and analysis of occupational epidemiologic studies are included. Prerequisites: BIS 505a and CDE/EMD 508a.

EHS 575a and b, Introduction to Occupational and Environmental Medicine.  Mark Cullen [F], Mark Russi [Sp].
This yearlong course presents a broad overview of the principles of occupational and environmental medicine. In the fall term the major diseases of environmental origin are presented. In the spring term the major hazards—chemical, physical, and biologic—and the settings in which they occur are examined. Prerequisite: M.D. degree or permission of the instructor.

EHS 580b, Environmental Hormones and Human Health.  Yawei Zhang.
This course provides students a scientific orientation of environmental hormones and human health. The course introduces the basic concepts fo four different types of hormones, including endogenous hormones, natural environmental hormones, pharmaceutical hormones, and environmental endocrine disruptors. The course discusses the current understanding of the relationship between hormones and human health, with emphasis on the methodology of studying the relationship between environmental hormones and environmental endocrine disruptors and human cancer risk. Prerequisites: EMD/CDE 508a and BIS 505a.

EHS 585b/FE&S 96004b, The Environment and Human Health.  Michelle Bell.
This course provides an overview of the critical relationships between the environment and human health. The class explores the interaction between health and different parts of the environmental system including water, indoor and outdoor air, agriculture, and food. Other topics include environmental justice, case studies of environmental health disasters, risk, urbanization, health in the workplace, and links between climate change and health.

EMD 508a, Principles of Epidemiology I.  Robert Dubrow.
This course presents an introduction to epidemiologic concepts and methods. Topics include measurement of disease rates, descriptive epidemiology, ecologic studies, cohort studies, case-control studies, cross-sectional studies, randomized controlled trials, causation, random variation and statistical significance, bias, confounding, effect modification, epidemic investigation, measurement validity, screening, and molecular epidemiology. The course utilizes a wide variety of case studies from both chronic and infectious disease epidemiology. Also CDE 508a.

EMD 512a, Immunology for Epidemiologists.  Nancy Ruddle.
This course is designed to introduce students to the fundamentals of immunology including antigens, antibodies, methods for detecting antibodies, cells of the immune system, products of such cells, and immune mechanisms. Experience will be gained in the analysis of primary research papers with relevance to immunologic aspects of epidemiologic studies. Prerequisite: two terms of college biology.

EMD 525a and b, Seminar in Epidemiology of Microbial Diseases.  Robert Heimer, Serap Aksoy.
This is a weekly seminar series offered by EMD faculty in the fall term. The presentations describe the ongoing research activities in faculty laboratories as well as in EMD affiliated centers. The talks introduce the division’s research activities as well as associated resources in the area. Attendance is required for first-year students.

EMD 530b, Hospital Epidemiology.  Louise-Marie Dembry.
The history, descriptive epidemiology, surveillance methods, risk analysis methods, and economics of nosocomial infections are outlined in this introductory course. In-depth explorations of host, agent, and environmental factors influencing typical nosocomial illnesses in pediatric and adult services are reviewed by clinical faculty. Descriptive and analytical epidemiological methods are emphasized.

EMD 536b, Investigation of Disease Outbreaks.  Matthew Cartter, Ruthanne Marcus.
This course provides students with the basic skills and perspectives necessary to investigate acute disease outbreaks. The emphasis is on the use of epidemiology to investigate outbreaks of infectious diseases, although the methods are not limited and can be applied to outbreaks of noninfectious diseases as well. Through this course, it is hoped that students will gain a better appreciation of epidemiology as the science of public health, and the use of epidemiology to guide public health interventions and the development of public health policy.

EMD 541a, Infectious Diseases: Epidemiology, Prevention, and Control.  Kaveh Khoshnood.
Students learn epidemiologic methods and concepts in infectious diseases, specific viral and bacterial infections, and problems illustrative of the methods and/or disease. Methods include surveillance, seroepidemiology, case/control and cohort studies, vaccine trials, epidemic investigation, principles of causation, immunization policies and their implementation, and evaluation in developed and developing countries. Specific viral and bacterial infections of the central nervous, respiratory, and intestinal tracts; the herpes viruses; slow and persistent viral infections; retroviruses, including AIDS; the exanthems; nosocomial infections; and the relation between viruses and cancer are discussed. The use of epidemiological concepts in the prevention of disease is emphasized. Prerequisite: microbiology.

EMD 542b, Biology of Infectious Agents.  Melinda Pettigrew.
This course explores the basic biology of infectious agents. Through a theme-based, integrated approach, students learn about the developmental, cellular, and molecular biology of bacteria, viruses, and eukaryotic parasites of public health importance. Emphasis is placed on transmission, host-pathogen interactions, and mechanisms of virulence. Prerequisite: EMD 512a.

EMD 545b, Biosafety and Biohazard Evaluation.  Benjamin Fontes.
Provides an overview of the field of Biological Safety and its application in a wide variety of settings for students at all levels who are interested in the epidemiology of microbial diseases. The course encompasses: micro- and molecular biology research, research involving laboratory animals; the design of laboratory facilities, field work, bioterrorism, indoor air quality investigations, and disinfection and sterilization. Pertinent federal, state, and local regulations, standards, and guidelines are presented and reviewed. Interactive exercises and case studies are employed to reinforce key course concepts. Students gain hands-on experience in select aspects of Biosafety through assignments involving the use of sampling equipment for biological agents in air, water, and surfaces.

EMD 548a, Remote Sensing: Observing the Earth from Space.  Ronald Smith, Xuhui Lee, Mark Ashton.
Course topics include the spectrum of electromagnetic radiation, satellite-borne radiometers, data transmission and storage, computer image analysis, and merging satellite imagery with GIS in their applications to weather and climate, oceanography, surficial geology, ecology and epidemiology, forestry, agriculture, and watershed management. Preference to students in F&ES, Geology and Geophysics, Archaeology, Anthropology, and Studies in the Environment. Prerequisites: college-level physics or chemistry, two courses in geology and natural science of the environment or equivalents, and computer literacy. Also ARCG 762au, G&G 562au.

EMD 557a, Public Health Issues in HIV/AIDS.  Kaveh Khoshnood.
An introductory, broad-based survey course for students of all levels interested in the epidemiology of HIV/AIDS. The course covers virology, clinical issues, natural history of infection, laboratory testing, transmission, and prevention of HIV/AIDS. The course, designed to give students a general, comprehensive understanding of HIV/AIDS issues, is targeted to students beginning work in public health or HIV/AIDS, or for those who wish to expand their specialized knowledge base regarding HIV/AIDS. Regular attendance at the Yale AIDS Colloquium Series (YACS) and written synopsis are required. Also NURS 713a.

EMD 560b, Epidemiologic Methods in STD/HIV Research.  Linda Niccolai.
The purpose of this course is to explore epidemiologic concepts and methods in the design, implementation, and interpretation of studies focused on sexually transmitted infections including the human immunodeficiency virus. Students learn how to address analytical research challenges including, but not limited to, choice of study design; sample selection; data collection; minimizing bias and confounding; generalizability. This course utilizes a combination of lectures and case studies. Through this course, students learn to critically read the published literature as well as design a methodologically rigorous research study. Prerequisite: EMD 508a.

EMD 563a or b, Laboratory and Field Studies in Infectious Diseases.  Melinda Pettigrew.
The student gains hands-on training in laboratory or epidemiologic research techniques. The term is spent working with EMD faculty in a single laboratory or epidemiology research group. Students choosing to work in the laboratory gain experience in molecular biology, basic immunology, parasitology, virology, bacteriology, or vector biology. Students may also choose to work on a non-laboratory-based epidemiology research project. These students gain experience in epidemiologic methods including study design, field data collection including human cases, vectors, and environmental parameters, data analysis, and epidemiological modeling. Prerequisite: permission of the instructor.

EMD 565a, Modeling the Epidemiology and Evolution of Infectious Diseases.  Alison Galvani.
This course is designed for students to develop an understanding of the ways mathematical and computational modeling can be used to explore the epidemiology and evolutionary ecology of infectious diseases. The appropriateness of alternative modeling techniques for different types of research questions is explained. Interdisciplinary approaches are highlighted, including combining epidemiology with population genetics, evolutionary biology, and economics.

EMD 583b/GHD 583b, Public Health Surveillance.  Amanda Durante.
This course is intended to provide students with a strong foundation in public health surveillance of both infectious and noninfectious disease. The course teaches the theory and practice of surveillance, supported by many examples of surveillance systems from the developing world. The class builds on and reinforces basic epidemiological concepts. Students are given the opportunity to design and evaluate a surveillance system.

EMD 642a, Roles of Microorganisms in the Living World.  Diane McMahon-Pratt, L. Nicholas Ornston, Dieter Söll.
This topical course explores the biology of microorganisms. Emphasis is placed on mechanisms underlying microbial adaptations and how they influence biological systems. Pre-requisites: biology, chemistry, and biochemistry. Requirements: class participation and three exams. Also GENE 642a, MBIO 642a, MCDB 642a.

[EMD 664b, Biology of Parasitic Protozoa and Helminths.]  

EMD 670a, 670b, 671a, Advanced Research Laboratories.  Christian Tschudi.
This course is required for all EMD graduate students and is taken for three terms. The course offers experience in directed research and reading in selected research laboratories. The first two terms must be taken in the first year of the doctoral program while the third term is normally taken in the summer after the first year. Prerequisite: doctoral student status.

EMD 675a and b, Advanced Topics in Infectious Disease Epidemiology.  Durland Fish.
Participating EMD faculty present real and theoretical situations relating to problems or situations in contemporary infectious disease epidemiology and provide specific questions or problems to be solved by the students. The students have two weeks to research the problem and prepare answers, which they then present and discuss during ninety-minute biweekly meetings with faculty. The goal is to provide doctoral students with an opportunity to apply the principles and practice of infectious disease epidemiology at an advanced level with close mentoring by faculty with diverse professional interests which will provide an overview of the discipline. Topics include biological and social aspects of infectious disease control and prevention, vaccine efficacy, molecular epidemiology, disease surveillance, and risk assessment. All EMD doctoral students must take this course for one term.

EMD 680a, Molecular and Cellular Processes of Parasitic Eukaryotes. Diane McMahon-Pratt, Christian Tschudi.
An introductory graduate-level topic-based seminar course in modern parasitology: for each topic there is an introductory lecture followed the next week by a journal club-like discussion session of two relevant papers selected from the literature. The class is focused on cellular and molecular mechanisms of parasitism. Permission of instructor is required.

[EMD 682a and b, Advanced Topics in Vector Biology.]  

EMD 684b, Advanced Topics in Molecular Parasitology.  Diane McMahon-Pratt, Christian Tschudi. 
An advanced graduate-level seminar course in modern parasitology. The class is focused on the reading and critical evaluation of papers from the current literature selected by the students in cellular and molecular mechanisms of parasitism. Prerequisites: EMD 680a and permission of instructor. Also MBIO 684b.

HPA 510a, Health Policy and Health Systems.  Mark Schlesinger.
This course provides an introduction to the making and understanding of health policy. The various goals of policy making and the alternative means of achieving those goals are examined. Health issues are placed in the context of broader social goals and values. The current performance of the health care system is assessed, with particular emphasis on shifting needs, rising costs, and changing institutional arrangements. The course provides an overview of the important actors in the health care and political systems and introduces students to methods for understanding their behavior. Students apply these methods to a set of concrete policy issues.

HPA 514b, Health Politics and Policy.  Colleen Barry.
This course is designed to familiarize students with the various processes by which governmental health policy is made in the United States, and with current policy debates. One focus of the course is to understand the politics underlying the successes and failures of health policy making during the course of the twentieth century. This includes a discussion of the relevant governmental institutions, political actors, the major national programs that have been established, and how political actors use resources and set their strategies.

HPA 518a, Practice Seminar in Health Management.  R. D’Aquila.
The practice seminar is designed to hone students’ skills in reviewing and critiquing the analyses and conclusions of experts in health management. Students are exposed to a variety of “real-world” issues facing health care managers and leaders. The course begins with two didactic sessions presenting the management background and issues related to the current year’s course topics. (Examples of relevant topics might be managed care, information management, etc.) The chosen themes are then addressed from multiple perspectives, including those of hospitals, clinics, long-term care facilities, integrated health systems, managed care organizations, pharmaceutical companies, regulatory agencies, and research organizations. Required for second-year Health Management students. Prerequisites: HPA 510a and HPA 560a.

HPA 529a, Advanced Applications in Policy Analysis.  Patricia Keenan.
This course provides students with policy analysis skills and teaches students to think critically and write succinctly about health care policy. The course integrates the study of policy analysis and the world of health politics as analysts must do in real life. The course begins broadly by thinking first about the nature of public policy and the theories of policy analysis and policy decision making. Next, eight key components of the policy analysis process are considered, and the impact of major political organizations and institutions on the process of analyzing and selecting public health care policy is jointly examined. Prerequisite: HPA 510a.

[HPA 538a, Regulation and Public Health Policy.]  

HPA 542a, Health of Women and Children.  Mary Alice Lee.
The focus of this course is women’s and children’s health care in the United States. Emerging health issues and related health policy are presented and discussed in terms of epidemiology, including racial/ethnic disparities and effects of poverty; utilization and financing of children’s health care; and existing programs and public policies that facilitate access to care. Data sources and data needs are identified. Topics may include history of MCH programs and policy, Medicaid and SCHIP, low birth weight and infant mortality, maternal mortality, reproductive health, breast and cervical cancer screening, pediatric oral health, pediatric asthma, childhood obesity, adolescent health care and teen pregnancy, children with special health care needs, childhood injuries and injury prevention. Students are expected to critically evaluate the public health implications of selected conditions and the effect of public policy on availability, acc! essibility, acceptability of services and accountability in health care for women and children.

HPA 544a, Public Law and Public Health: The Law, the Individual, and the State. John Culhane.
This course provides students with a basic orientation to the law, the legal system, and legal decision making as they relate to the public’s health. Emphasis is on the relation between the autonomy of the individual and the power of the state in addressing issues affecting the public’s health. Topics include civil commitment, right to refuse treatment, foster care, religious practices, and seat belt and helmet laws. Issues that must be considered in assessing the state’s silence, omission, intervention, or intrusion into health matters of the person, the family, or the group are discussed. Prerequisite: second-year M.P.H. status.

HPA 545b, Health Care Disparities.  Shelley Geballe.
This course explores what constitutes and explains a disparity in health care. Emphasis is placed on studying the history of disparities in the United States in order to understand the current state of disparities, and on evaluating the effectiveness of ongoing strategies to eliminate them, such as increasing insurance coverage and the delivery of culturally competent health care. The course also examines sociological models that explain disparities in health care and requires students to evaluate and expand on these models. Prerequisites: HPA 510a, CDE 505a.

HPA 546a, Ethical Issues in Public Health.  Bruce Jennings.
Public health policy is always the product of controversy. Scientific considerations blend with political and ethical conflicts in public health; questions of autonomy, coercion, justice, and the common good are central. This seminar discusses these issues of ethics and political theory in reference to selected public health issues such as preventive medicine and behavior modification, smoking, control of infectious disease, and contraception and teen pregnancy.

HPA 547b, Law and Ethics for Health Care Organizations.  Theodore Ruger.
This course is a survey of legal topics important to the management of health care organizations. It is designed to acquaint the future health care manager with the basic legal issues that daily affect the provision of health care services. The course examines the relationships among the parties involved in the delivery of health care; the law of business organizations, including that of corporations and partnerships; the legal constraints that affect health care organizations, including state and federal regulatory laws, labor relations, and antitrust doctrines; and doctrines particularly applicable to managed care organizations. The course also considers a variety of emerging legal issues in the health care field.

HPA 555a and b, Health Management Practicum.  Susan Busch.
The Health Management Practicum is a project-based learning experience. Students work 8–10 hours per week for one or two terms. Designed to parallel the Doctor-Patient Encounter class offered to medical students in which students are paired with practicing physicians, the Health Management Practicum allows students to focus on current issues confronting a hospital department while working under the guidance of a departmental administrator. Permission of the instructor is required.

[HPA 560b, Health Care Finance and Delivery.]  

HPA 561b, Capstone Course in Health Management.  Elizabeth Bradley.
This course presents a range of management issues in health services delivery. The course integrates the tools of accounting, finance, marketing, organizational behavior, operations research, and strategic planning in the context of health systems management. Influences and constraints related to the political and regulatory environment are explored.

HPA 562b, Managing Performance Improvement in Health Care Delivery Organizations.  Ingrid Nembhard.
This course is designed to provide participants with a foundation for developing, implementing, and analyzing efforts to improve health care delivery by provider organizations. Participants become familiar with the internal problems of managing performance improvement in health care delivery organizations at multiple levels—individual, interpersonal, group, and organizational. Additionally, they acquire knowledge of (1) fundamental management theories and perspectives related to performance improvement (e.g., on motivation, leadership, knowledge transfer, goal-setting, contingencies, managing superiors and self), and (2) recent initiatives by health care organizations. Through case studies, readings, exercises, and class discussions, participants are introduced to analytic frameworks, concepts, tools, and skills necessary for facilitating organizational learning, quality improvement, innovation, and overall performance in health care organizations.!

[HPA 564a, Integrated Clinical/Financial Information Management.]  

HPA 570a, Cost-Effectiveness Analysis and Decision Making.  A. David Paltiel.
This course introduces students to the methods of decision analysis and cost-effectiveness analysis in health-related technology assessment, resource allocation, and clinical decision making. The course aims to develop the following: (1) technical competence in the methods used; (2) practical skills in applying these tools to case-based studies of medical decisions and public health choices; and (3) an appreciation of the uses and limitations of these methods at the levels of national policy, health care organizations, and individual patient care.

HPA 583b, Methods in Health Services Research.  Andrew Epstein.
This course introduces students to both quantitative and qualitative methods for research in health services. Topics include research objectives and hypotheses formulation, study design, sampling techniques, measurement, data analysis, results presentation, and discussion. Students synthesize these skills in the final paper. Prerequisite: BIS 505a.

HPA 586b, Microeconomics for Health Care Professionals.  Jason Fletcher.
This course introduces students to microeconomics. Emphasis is placed on topics in microeconomics of particular relevance to the health care sector. Attention is paid to issues of equity and distribution, uncertainty and attitudes toward risk, and alternatives to price competition. This course is designed for students with minimal previous exposure to economics.

HPA 587b, Health Care Economics.  Susan Busch.
This course applies the principles learned in Microeconomics for Health Care Professionals (HPA 586b) to the health of individuals, to health care institutions and markets, as well as to health care policy. The economic aspects of health behaviors, hospital markets, cost-benefit analysis, regulation, and the market for physician services are covered. Prerequisite: microeconomics or permission of the instructor.

[HPA 590b, Economics of Drugs and Crime.]  

HPA 592a, Concepts and Principles of Aging.  Mary Bourbonniere.
This multidisciplinary course provides the major concepts and principles of gerontology. Students are introduced to a variety of theories of aging in the biopsychosocial spheres. Delivery systems of care for the elderly are explored along with recent social policy initiatives as they relate to the elderly. Research initiatives are presented throughout the course. Also NURS 723a.

HPA 597b, Capstone Course in Health Policy.  Mark Schlesinger.
This seminar is designed as the capstone educational experience for students concentrating in health policy. It integrates previous course work in health policy and public health and facilitates students’ transition from the academic setting into the world of professional policy analysis. Students explore different strategies for policy analysis and associated models of professionalism. They learn how to select the appropriate strategy and disciplinary perspective for addressing a social problem. Students also learn how to identify and frame health policy problems. They gain an understanding of how framing may be used to change the focus of policy debates. Finally, students learn to present ideas in the sort of crisp and concise fashion required of professional policy analysis. These issues are studied in a series of applied areas, including substance abuse and the community obligations of managed care plans. Prerequisite: HPA 510a or equivalent. !

HPA 598a, Medicaid/SCHIP—Increasing Access to Care for Low-Income Children and Families.  Mary Alice Lee.
In this course, Medicaid and SCHIP are examined and evaluated in terms of program history, eligibility, enrollment trends, benefits, financing, and program administration. Factors that contribute to eligible children being uninsured are identified and discussed. The effect of SCHIP on uninsured children and enrollment in Medicaid is examined. Eligibility and benefits for other adults (elderly and disabled) are discussed. Emerging issues, including the impact of state budget crises, Medicare prescription drug coverage, federal budget, and other factors are identified and assessed in terms of possible effects on eligibility, enrollment, and benefits. Prerequisites: HPA core courses.

HPA 600a and b, Readings in Health Services Research and Policy.  Faculty.
This seminar explores current and cutting-edge topics in the broad fields of community and personal health services. It is designed to familiarize students with a breadth of research opportunities. Students review existing research projects and critique recent research publications. Prerequisite: Ph.D. student status or permission of the instructor.

[HPA 603b, The Ethical Conduct of Research.]  

HPA 617a, Colloquium in Health Policy and Health Services Research I.  Susan Busch.
This seminar focuses on the analysis of current issues in health policy and on state-of-the-art methodological issues in health services research. The format includes guest speakers and presentations by EPH as well as other faculty and graduate students of ongoing research projects. Students participate in critical discussions of the issues that arise in both types of sessions. Prerequisite: Ph.D. student status or permission of the instructor.

HPA 617b, Colloquium in Health Policy and Health Services Research II.  Susan Busch.
This seminar includes in-depth discussions of major policy concerns in the health and health care of vulnerable populations such as the poor, young, old, and disabled. The seminar also includes student presentations of their own reearch. Prerequisite: Ph.D. student status or permission of instructor.

HPA 650a, Colloquium on Mental Health Services Research I.  Jason Fletcher.
This seminar focuses on the state-of-the-art methods in the evaluation and the measurement of need for treatment and organization of mental health services. Students review ongoing research projects and develop research on the use of mental health services, prepare annotated bibliographies, and participate in the examination of relevant issues. Prerequisite: Ph.D. student status or permission of the instructor.

HPA 650b, Colloquium on Mental Health Services Research II.  Jason Fletcher.
This seminar focuses on social and cultural factors in the development, diagnosis, treatment, and prevention of mental illness. Attention is given to the underlying theory and research in the social epidemiology of mental illness and the relation between stress and psychiatric status. The seminar also includes student presentations of their own research in mental health services and/or social psychiatry. Prerequisite: Ph.D. student status or permission of the instructor.

Next: European and Russian Studies