Epidemiology and Public Health

60 College Street, 785.6383
M.S., M.Phil., Ph.D.

Chair
Michael Merson

Director of Graduate Studies
Nancy Ruddle (785.6383)

Director of Medical Studies
David Katz

Professors
Serap Askoy, Michael Bracken, Kelly Brownell, Mark Cullen, Arthur DuBois, Erol Fikrig, Durland Fish, Theodore Holford, Keith Joiner, Edward Kaplan, Stanislav Kasl, Ilona Kickbusch, Harlan Krumholz, Brian Leaderer, Robert Makuch, Lawrence Marks, Diane McMahon-Pratt, Michael Merson, I. George Miller, Curtis Patton, Harvey Risch, Nancy Ruddle, Peter Salovey, Eugene Shapiro, John Stitt, Mary Tinetti, Derek Yach, Daniel Zelterman, Heping Zhang

Associate Professors
Elizabeth Bradley, Michael Cappello, Elizabeth Claus, Loretta DiPietro, Nora Groce, Robert Heimer, Jeannette Ickovics, Gary Mack, Susan Mayne, Mary Olson, A. David Paltiel, Holly Prigerson, Mark Schlesinger, Kathleen Sikkema, Jody Sindelar, William White, Herbert Yu, Hongyu Zhao, Liangbiao Zheng, Tongzhang Zheng

Assistant Professors
Louis Alexander, Colleen Barry, Susan Busch, Joel Dubin, Andrew Epstein, Alison Galvani, Ralitza Gueorguieva, Josephine Hoh, Karen Hudmon, Melinda Irwin, Beth Jones, Trace Kershaw, Kaveh Khoshnood, Douglas Leslie, Becca Levy, Judith Lichtman, Haiqun Lin, Xiaomei Ma, Linda Niccolai, Melinda Pettigrew, Jennifer Ruger, Nina Stachenfeld, Christian Tschudi, Hong Wang, 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 and, in the case of biostatistics, mathematics. The GRE General Test is required.

Special Requirements for the Ph.D. Degree
To be admitted to candidacy, a student 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 satisfactory grades in the comprehensive examination; and (3) submit an acceptable dissertation prospectus. The comprehensive examination usually is taken at the end of the second full academic year. With the assistance of his/her faculty adviser, each student requests appropriate faculty members to join a dissertation advisory committee. The dissertation prospectus must be approved within a year of passing the comprehensive examination.

All doctoral students are required to successfully complete a minimum of ten graduate-level courses.

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 developed with a faculty committee;

Health Policy Administration—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 a Teaching Fellow (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 pages 411–12. If a student has been awarded one year of advanced standing, he/she will be allowed to teach both fall and spring terms of their first year. If a student has been awarded one term of advanced standing, he/she will only be allowed to teach during the spring term of their 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 four, all students are expected to be engaged in full-time research activities.

Master's Degrees (in Epidemiology and Public Health)
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.

M.S. This degree is normally granted only to students who are withdrawing from the Ph.D. degree. Students are not admitted to this degree; however, students can be admitted to the terminal M.S. in EPH in two specialty areas: Biostatistics and Chronic Disease Epidemiology (see below). Students withdrawing from the doctoral program in the divisions of Biostatistics or Chronic Disease Epidemiology must satisfy the requirements of the terminal master's degree program as described below. In other divisions (Environmental Health Sciences, Epidemiology of Microbial Diseases, or Health Policy Administration) students must have successfully completed at least one year of the doctoral program.

Terminal M.S. in EPH. The department also offers a terminal master's degree program leading to an M.S. in Epidemiology and Public Health in two specialty areas: Biostatistics and Chronic Disease Epidemiology. The terminal master's degree program specializing in Biostatistics is a two-year program. The master's degree program specializing in Chronic Disease Epidemiology is a one-year program. All students must fulfill the Graduate School requirements for a terminal M.S. degree. A Biostatistics or Chronic Disease Epidemiology student who is withdrawing from the Ph.D. program must apply and be recommended for the M.S. in EPH, provided he or she meets the requirements of the M.S. in EPH program.

Fields of Study

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 take the TOEFL examination.

A minimum of twelve courses must be completed, and a grade of Honors achieved in at least two courses. An acceptable master's thesis must be submitted.

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, and 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 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 an extension of course work from any of the courses taken by the student.

Ph.D. or terminal M.S. degree program materials are available upon request from 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

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. Prerequisite: algebra. 

BIS 505b, Introduction to Statistical Thinking II.  Faculty.
This continuation of BIS 505a covers multiple regression, analysis of variance, nonparametric tests, survival analysis, and an introduction to logistic regression. The course concludes with a review of variable classification and choice of statistical analysis. 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.  Faculty.
The study of epidemiology often seeks to determine associations between exposure risk and diseases 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. Prerequisite: basic computer skills. No prior GIS experience necessary. 

BIS 525a and b, Seminar in Biostatistics.  Hongyu Zhao, Ralitza Gueorguieva.
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. Enrollment limited to second-year students.

BIS 560b, Database Management in Medicine and Epidemiology.  Prakash Nadkarni.
This course covers the theory and practice of database management as applied to clinical trials, observational studies, and other prospective research projects. Emphasis is placed on the use of user-friendly database management packages that require little programming. Difficult problems in database management are described, although students are not expected to build applications of such complexity. Recent advances in the field of data management are studied. Prerequisite: working knowledge of Macintosh or Microsoft Windows.

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. Prerequisites: BIS 505a and BIS 540b. Enrollment limited to second-year students.

BIS 623a, Applied Regression Analysis.  Ralitza Gueorguieva.
This course covers linear regression, testing hypotheses in multivariate regression, regression diagnostics, analysis of variance, and adjusting for covariates. Emphasis is on the application of methods. 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 of a variety of data sets. Prerequisite: BIS 505b.

BIS 628b, Longitudinal Data Analysis.  Joel Dubin.
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 are used throughout the course. Prerequisites: BIS 623a and BIS 625a.

BIS 631b, Topics in Genetic Epidemiology.  Hongyu Zhao.
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 study designs for assessing the importance of genetic factors (family, twin, and adoption studies), methods for determining mode of inheritance (segregation analysis), and identification and mapping of major genes through linkage analysis and disease-marker associations. Applications to coronary heart disease, psychiatry, neurology, and cancer are given. Prerequisites: BIS 505a and BIS 505b; basic genetics.

BIS 635b, Topics in Statistical Epidemiology.  Heping Zhang.
This 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. Prerequisites: BIS 505a and BIS 505b, BIS 623a or BIS 625a.

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

[BIS 640a, Quantitative and Computational Methods in Bioinformatics.]  

BIS 643a, 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. Prerequisites: STAT 541a and STAT 542b. 

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

BIS 646a, Nonparametric Statistical Methods and Their Applications.  Joel Dubin, Heping Zhang.
Nonparametric statistical procedures including recursive partitioning techniques, splines, bootstrap, and other sample reuse methods are introduced. Some of the supporting theory for these methods is proven rigorously, but some are described heuristically. Advantages and disadvantages of these methods are illustrated by medical and epidemiological studies. Students may be required to compare these methods with parametric methods when analyzing data sets. Familiarity with basic statistical theory and computer languages is assumed. Prerequisites: STAT 541a and STAT 542b.

BIS 691b, Theory of Generalized Linear Models.  Haiqun Lin, Hongyu Zhao.
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.

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 511a, Health Psychology: Clinical and Social Foundations.]

CDE 516b, Principles of Epidemiology II.  Xiaomei Ma, Amy Darefsky.
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 517a, 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, second-year M.P.H. or doctoral status.

CDE 518b, Introduction to Pharmacoepidemiology.  Michael Bracken.
The course provides a basic orientation to the study of safety, efficacy, and utilization of ethical pharmaceuticals. The application of epidemiologic methods to the field is emphasized. Among the subjects considered are the usefulness of databases from HMOs, governmental, international, and other sources; current pharmacoepidemiology research within Yale School of Medicine; the role of the Food and Drug Administration; the assessment of drug safety; and assessment of quality of life and the role of pharmacoepidemiology in a managed care environment. Prerequisites: CDE/EMD 508a, BIS 505a, and BIS 505b.

CDE 521b, The Epidemiology of Selected Chronic Diseases.  Beth Jones.
This survey course covers some of the major chronic diseases, including coronary artery disease, cancer, stroke, chronic obstructive pulmonary disease, diabetes, major depression, and Alzheimer's. Invited lecturers who are experts in the field cover the basic pathophysiology, etiology, epidemiology, risk factors, and public health importance of each. Approximately half of the scheduled classes are devoted to discussions of major research articles on these diseases. The course emphasizes developing a working knowledge of chronic diseases, the application of epidemiologic methods, and the capacity to read the literature critically. Prerequisites: CDE/EMD 508a, CDE 516b.

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 stress, 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 525a and b, Seminar in Chronic Disease Epidemiology.]  

CDE 530a, 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 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.  Josephine Ho, Mayur Desai.
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 508a, 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.  Jeannette Ickovics.
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 behavioral 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 550a, Introduction to Evidence-Based Health Care.  Michael Bracken.
Evidence-based health care uses best current evidence in addressing clinical or public health questions. This course introduces principles of evidence-based health care in formulating clinical or public health questions, systematically searching for evidence, and applying it to the question. Types of questions considered include treatment/prevention of disease, etiology, diagnostic testing, and prognosis. Particular consideration is given to the methodology of synthesizing evidence in a systematic review. Also addressed is the role of evidence in informing economic analysis of health care programs, clinical decision analysis, and clinical practice guidelines. Using a problem-based approach, students contribute actively to the classes and small-group sessions. Students complete a systematic review in their own field of interest using Cochrane Collaboration methodology. Prerequisites: students must have passed or be concurrently taking CDE 516b, or obtain permission of instructor.

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. Policy implications are discussed. Prerequisites: biology, biochemistry, and physiology helpful. Preference is given to CDE majors.

[CDE 570a, Epidemiology of Psychiatric Disorders.]

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 573a, Measurement Issues in Psychosocial and Behavioral Epidemiology.]

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.  Peter Van Ness.
The course examines the impact of various dimensions of religiousness on mortality and health status, giving special attention to the relation between religion and other social factors such as age, gender, race, and class. Discussion focuses on the public health implications of the epidemiological findings including the nature and significance of faith-based programs serving health needs. Special attention is given to studies drawn from religiously diverse populations. 

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 638a, HIV/AIDS Prevention Research Seminar.]

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

EHS 502a, Physiology for Environmental Health Sciences.  Gary Mack.
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.  Judith Sparer.
Students are introduced to the practice of industrial hygiene: the recognition, evaluation, and control of health hazards in the workplace. A systematic approach to identifying hazards in the workplace is presented, and students are asked to exercise these techniques in at least one industrial worksite. 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 509a, Environmental Toxicology.]

EHS 510b, Fundamentals of Environmental Health and Risk Assessment.  Loretta DiPietro.
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.
Applied environmental risk assessment consists of the effective integration in a specific situation of what is known about pollution sources and their characteristics, about human exposures, about the entry and absorption of pollutants, and about the adverse health effects associated with dosage exposure. In any actual situation there are uncertainties in all of the elements to be integrated. This course emphasizes methodologies in use and the limitations that inevitably constrain the process. A number of applied risk assessments are analyzed.

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 518a, Environmental Measurement.  Elan Gandsman, Tom Ouimet, Robert Klein.
Human activities affect natural phenomena, and the resulting changes affect humans. Environmental monitoring refers to repeated observations for the study of these relations. The objective of environmental monitoring is to guide the formulation and aid the implementation of environmental management policies designed to protect human health and well-being, which includes ecological well-being. This course investigates the basic scientific principles and technologies of environmental measurements and monitoring, including boundaries on the collection, interpretation, and use of environmental data.

EHS 532b, Indoor Climate.  Faculty.
The impact of environmental factors in the indoor environment on human health and well-being is examined. Emphasis is placed on assessing the nature of and exposures to indoor air contaminants and different thermal micro-environments and their influence on health and comfort. 

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 551a 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 553a, Epidemiological Methods in Injury Control.  Faculty.
This course addresses the application of epidemiological methods to injury surveillance, etiology of injuries, and the evaluation of the effects of injury control programs. Major topics include methods of scoring injury severity; distribution of injury types and severity in segments of the U.S. population; exemplar epidemiological studies of etiology; strategies to reduce incidence and severity; evaluation of attempts to change environments and behavior by standards, laws, persuasion, and economic incentives; and the use of cost-effectiveness, cost-benefit, and cost-savings analysis. Prerequisite: permission of the instructor or completion of epidemiologic methods course work. 

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 the range of historic and modern epidemiologic approaches to the investigation of human health effects from workplace chemical, physical, biologic, and psychosocial hazards. Critical review of the literature and original study design are stressed. The course is designed as an intermediate methods course, but some knowledge of both major hazards and common health outcomes is assumed. Prerequisites: BIS 505a and CDE/EMD 508a. Completion of BIS 505b and EHS 575a is desirable.

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 621b, Seminar in Environmental Health Risk Assessment.  Jonathan Borak.
Case studies on various topics and problems in the area of risk assessment in relation to environmental health are presented. Topics include modeling, victim compensation, perception, cost-benefit, ethics, comparable risk, validity, data and assumptions, historical aspects, animal versus human data, and federal risk assessment procedures. Prerequisites: BIS 505a; doctoral status. 

EHS 655, Readings in Environmental Health.  Faculty.
By arrangement with instructor, students study environmental topics through the current literature, often to develop a research or thesis protocol. Prerequisite: EHS major. 

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 512b, 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 516a, Biology of Viruses of Humans.  Louis Alexander.
This course consists of a systematic review of the spectrum of viruses and their modes of replication, dissemination, pathogenesis, and immunogenicity. Special problems representative of the characteristics of individual families of viruses are discussed. Prerequisite: biology. 

EMD 534a, Medical Bacteriology.  Ravi Durvasula.
This course is designed to introduce students to the fundamentals of the molecular epidemiology of bacterial pathogens. The scientific basis for molecular epidemiological tools and their application toward addressing contemporary problems in public health are evaluated through a combination of lectures and case studies. Topics include the emergence of new bacterial pathogens, antibiotic resistance, vaccine design, and bioterrorism. Prerequisite: permission of the instructor. 

EMD 541b, 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 543a, Biology of Prokaryotic Pathogens.  Melinda Pettigrew.
The goal of this course is for students to develop the tools needed for critical analysis in the field of pathogenic bacteriology, with emphasis placed on problems related to epidemiology. This course is focused on basic principles of bacterial pathogenesis using model microbial systems that illustrate the epidemiology of these organisms and mechanisms of virulence. Topics include antibiotic resistance, emerging infections, and how advances in molecular biology lead to new methods for detection, diagnosis, treatment, and/or prevention of bacterial diseases. Prerequisites: EMD/CDE 508a and two terms of college biology or permission of instructor.

EMD 557a, Public Health Issues in HIV/AIDS.  Kaveh Koshnood.
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 630a, Modeling Infectious Diseases: Theory and Applications.  Edward Kaplan.
This course provides an introduction to the mathematical modeling methods that have developed over the years for the description and control of infectious diseases, and also considers applications of such models to standard problems in epidemiology and more broadly in contemporary public health. The course emphasizes the formulation of basic models, the insight that derives from the formal analysis of such models, and the translation of such insights into the world of real problems. Prerequisites: CDE/EMD 508a and permission of the instructor, or doctoral status.

EMD 642a, Roles of Microorganisms in the Living World.  Diane McMahon-Pratt, L. Nicholas Ornston.
TTh 11.30–12.45
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 650b, Biology of Disease Vectors.]  

EMD 664b, Biology of Parasitic Protozoa and Helminths.  Curtis Patton, Serap Aksoy, Christian Tschudi.
MW 11–12
The course focuses on developmental biology, natural history, form, function, and cell and molecular biology of the major eukaryotic parasites of public health importance. Host parasite integration, co-evolution, diagnosis, pathogenesis, and control strategies are emphasized. Prerequisites: one year of biology, two years of chemistry. Also MBIO 664b.

EMD 670a and b, Advanced Research Laboratories.  Faculty.
This course is taken for two or 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 taken at a time determined after faculty consultation with the student. Prerequisite: Ph.D. student status. Requirements: written analyses in the form of research article/paper. 

EMD 675a and b, Advanced Topics in Infectious Disease Epidemiology.  Durland Fish.
A required course for EMD first- and second-year doctoral students; not for credit. 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.

EMD 680b, Advanced Topics in Molecular Parasitology.  Diane McMahon-Pratt, Curtis Patton, Christian Tschudi.
F 12–1.30
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 684a is highly recommended; permission of the instructor. Also MBIO 680b.

EMD 682a and b, Advanced Topics in Vector Biology.  Serap Aksoy, Liangbiao Zheng.
This broadly based seminar is on current research topics in the biology of medically important vectors, vector-pathogen interactions, vector ecology, disease management, and vector control strategies. Topics are chosen from the current literature. Prerequisite: Ph.D. student status or permission of the instructor. 

EMD 684a, Molecular and Cellular Processes of Parasitic Eukaryotes.  Diane McMahon-Pratt, Curtis Patton, Christian Tschudi.
F 12–2
An introductory graduate-level seminar course in modern parasitology. The class is focused on the reading and critical evaluation of papers and reviews from the current literature in cellular and molecular mechanisms of parasitism. Permission of instructor required. Also MBIO 684a.

EMD 694a, Tutorial in Population Genetics of Vectors.  Leonard Munstermann.

EMD 695a, Readings in Vector Ecology.  Durland Fish.

[EMD 728b, Ecology and Evolution of Infectious Diseases.]  

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, Government and Health Policy.  Karl Kronebusch.
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 516a, Clinical Concepts: Individuals, in Sickness and in Health.  David Katz.
This course is directed at students with no or little background in biomedical or clinical sciences. The normal anatomy and physiology of the major organ systems are described to serve as a basis for understanding disease processes of public health importance. The course is taught by a practicing clinician and draws liberally from actual patient care experiences, as well as from the current medical literature. The course assumes little prior knowledge, but does develop some fairly complex concepts necessary to understand the workings of the human body. There is substantial emphasis placed on the interdependence of clinical medicine and public health, and on medical humanism. (An appreciation for poetry is desirable, but not required.) Upon completing the course, students will have a working knowledge of the human body, its remarkable adaptations, and its myriad vulnerabilities; facility with medical terminology; an understanding of clinical decision making; and familiarity with medical technology. 

HPA 529a, Policy Analysis and Health Politics.  Karl Kronebusch.
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.  Mary Olson.
This course provides students with an understanding of the role of government regulation in public health and health-related markets. Students learn to analyze how economic and political forces can influence both the development and the implementation of public health regulations. The course utilizes theories and empirical evidence from economics, political science, law, and public health to help students answer five questions relating to government intervention in health-related markets: Why regulate? How are regulatory rules made? How are regulations enforced? How do we determine whether regulations are successful? What alternatives exist to regulation? Students also apply insights and concepts from the course to explain policy making in public health bureaucracies. Prerequisite: microeconomics or permission of the instructor. 

HPA 542a, Health of Women and Children.  Mary Alice Lee.
The health of women and children in the United States is the focus of this course. The epidemiology of selected health conditions is presented. The utilization and financing of women and children's health care services are discussed. Existing targeted governmental and private programs are identified and assessed. Major sources of data on the health of women and children are identified and compared. Health care access issues are discussed. Students report on a women's or infant's health care condition and develop a fact sheet with recommendations for addressing the problem. Topics include prenatal care, low birth weight, infant mortality, contraceptive use, abortion, maternal mortality (with an international perspective) and health care coverage for pregnant women and children. Discussion of the public health implications of these health conditions and the health care of women and children provides a basis for policy analysis in later study. 

[HPA 544a, Public Law and Public Health: The Law, the Individual, and the State.]

HPA 545b, Health Care Disparities.  Faculty.
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 546b, 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 the Management of Health Care Organizations.  William J. Thomas.
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 560b, Health Care Finance and Delivery.  Susan Busch.
This course introduces students to the organization and operation of the American health care system. The course examines systems of health care delivery and finance and recent trends in their organization, including the growth of managed care. The course seeks to provide students with an understanding of the existing structure of the system and to provide them with conceptual frameworks. 

HPA 564a, Integrated Clinical/Financial Information Management.  Donna Diers, Stephen Allegretto.
No matter what the regulatory or payment environment is, management of health care delivery systems depends upon data. In this course, theory of information management and applications are provided, using real data. The course uses a powerful local resource, the work of the Resource Information Management System (RIMS) at Yale–New Haven Hospital, as the basis for learning about the clinical, financial, operational, and technical input to a management information system. The uses and applications of information in planning, developing, operating, negotiating, and evaluating health care service are stressed. HPA 560b, or equivalent, and accounting are desirable but not required. 

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.  Rani Desai.
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.  William White.
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 587a, Health Care Economics.  Douglas Leslie.
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 588b, Multivariate Statistical Methods: Causal Modeling and Measurement Theory.  Donald Green.
This seminar is an advanced course in quantitative methodology. It begins with linear regression and works its way to simultaneous equations with unobserved variables. The aim of the course is to provide students with the statistical background necessary to read and conduct quantitative research. There is special effort to integrate applications into presentations of statistical theory. A weekly computer lab is part of the course. Prerequisite: PLSC 500 or equivalent. 

HPA 590b, Economics of Drugs and Crime.  Jody Sindelar.
The primary topic is illicit drugs and their use. The course covers the prevention, treatment, and consequences of the use of illicit drugs, and public policies to mitigate the adverse consequences. Crime is discussed as it relates to illicit drugs. The intellectual basis and many of the readings come from the economics field. Some economic concepts are taught in class. The class starts with introductory material on drugs, crime, and the association between drugs and crime. Readings and lectures provide the background information, facts, and in some cases the history of topics. Public policy solutions to help to mitigate the adverse consequences of drugs and crime are discussed. No prerequisites, but a familiarization with microeconomics is preferred. 

HPA 592a, Concepts and Principles of Aging.  Courtney Lyder.
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 596b, Critical Policy Issues in the AIDS Pandemic.  Michael Merson.
This seminar is intended for students with an understanding of the epidemiology of HIV/AIDS (either through work experience or course work). Students in public health, medicine, nursing, law, management, and international studies will appreciate this in-depth interdisciplinary examination of key policy challenges that this global pandemic presents, as well as the sharpened skills in policy analysis that such examination necessarily fosters. Enrollment limited to twenty students. Prerequisite: first-term core. 

HPA 597b, Integrative Policy Analysis Seminar.  Mary Olson.
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 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.  Susan Katz.
This seminar exposes students to both practical and theoretical issues in research ethics. The focus is on real-world situations in public health research with the aim of equipping students to function as responsible researchers. Representative areas to be addressed include, among others, informed consent; research with vulnerable populations; privacy and confidentiality; the collection, retention, and reporting of data; federal regulations and institutional policies governing research; research in developing countries; authorship and publication; scientific misconduct; and conflict of interest. Prerequisite: Ph.D. student status or permission of the instructor.

HPA 612a and b, Interface of Health Policy and Clinical Care.  David Katz.
This course explores health policy dilemmas that have an impact on both populations and individual patients. The emphasis is on balancing the demands of public and private health care delivery, and on critical decision making. Current topics are chosen each term. Examples include resource allocation in end-of-life care, breast cancer screening, medical malpractice and tort law, physician-assisted dying, and appropriateness of invasive hemodynamic monitoring. Students receive a packet of readings from the current literature each week. Classes consist of student presentations followed by discussion and debate. Discussions are moderated by an expert faculty member from EPH, the School of Medicine, or outside institutions as indicated. The course is open to M.D./M.P.H. students, physicians, and others by permission of the instructor. 

HPA 617a, Colloquium in Health Policy and Health Services Research I.  Faculty.
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.  Faculty.
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 research. Prerequisite: Ph.D. student status or permission of instructor. 

HPA 650a, Colloquium on Mental Health Services Research I.  Faculty.
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.  Faculty.
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. 

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