• PH 110 Public Health Foundations
• PH 128 Health Systems
• PH 138 Leadership and Negotiation in Public Health
• PH 139 Measuring Health
• PH 154/HSE 141 Determinants of Health Inequities
• PH 701 Protection of Research Participants

• PH 100 Inferential Methods in Epidemiology and Public Health
• PH 118 Community Health: Needs Assessment
• PH 125/HSE 135 Introduction to Qualitative Methods for Public Health & Healthcare Studies
• PH 140 Applying Health Statistics

Electives:

• PH 112 Medical Care & the Corporation
• PH 120 Health Coproduction
• PH 130 Practical Approaches for Today's Health Care Ethics Challenges
• PH 186 (Directed Readings) Intro to R 
• PH 177 Independent Integrative Learning Experience Part 1

• PH 105: Patient Voice in Healthcare Policy and Research (seminar elective)
  • This seminar will interweave the need for a Patient Revolution in healthcare, and strategies to achieve it. Sessions will begin with a discussion of patient stories from ‘Why We Revolt – a patient revolution for careful and kind care’ by Victor Montori (book provided). Students will learn practical strategies and tools by which we can create change including: 1) how to engage patients and other stakeholders in health system design and research, 2) the importance of patient reported outcome measures (PROMs), giving patients a voice in healthcare policy and research, and 3) how to critically appraise patient engagement and PROM quality.
• PH 106: Policy for Clinicians (seminar elective)
  • Drawing upon lessons from implementation of reform policy in the US (ACA, 2010) and UK (HSCA, 2012), this seminar will prepare students with clinical backgrounds or interests to influence policy formulation. Students will critique five design principles for reform at the frontlines of care and identify capabilities needed for system-wide implementation of policy reforms that improve health and wellbeing of vulnerable populations. Their application and synthesis of these principles and capabilities will serve as a framework for consolidating and expanding TDI learnings while acquiring the skills that will equip them to lead in health policy as well as clinical practice.
• PH 108: Grant Writing
  • PH 108 provides students with a comprehensive introduction to the grant writing process and funding landscape for research, practice, and administrative initiatives. Students will learn to identify appropriate funding sources, differentiate the essential components of a proposal, and apply public health concepts to the development of a competitive grant. Emphasis is placed on aligning goals, objectives, and evaluation strategies with funder priorities, and on preparing a complete proposal with budget and justification. By the end of the course, students will produce a full grant proposal that demonstrates their ability to integrate research, practice, and evaluation principles into effective public health funding applications.
• PH 133: WHO: Declaring Public Health Emergencies: Flu to Monkeypox (seminar elective)
  • The World Health Organization (WHO) follows policies established in the International Health Regulations (IHR, 2005) to declare an epidemic a “Public Health Emergency of International Concern (PHEIC)”. We will analyze these policies and criteria in general terms and then in the specific terms when a PHEIC has been declared. Between 2009 and 2022, WHO has declared a PHEIC seven times: for Pandemic Influenza (2009), Polio (2014), Ebola (2014), Zika Neurological syndromes (2016), Ebola (2019), COVID-19 (2020), and monkeypox (2022). Only the WHO Director-General (DG) can convene the IHR-mandated Emergency Committee of outside experts to advise her/him whether or not to declare an epidemic a PHEIC. Also, only the WHO DG can make the decision whether or not to declare a PHEIC regardless of the advice of this Expert Committee. If a PHEIC is declared then the WHO must declare what specific “temporary recommendations” (valid for 3 months) must be made, and then reviewed every three months. We will also discuss how declaring a PHEIC, or not, could be improved by WHO i.e., “What’s Next?
• PH 143: Climate and Health (seminar elective)
  • This course will take an interdisciplinary approach to examine the connections between human health, ecosystems, and climate change. Students will be equipped with the knowledge and tools to become effective advocates to reduce climate impacts on health at the individual, population, and global levels. After reviewing the foundations of climate science, the course will explore the environmental conditions, hazards, and health outcomes associated with climate change. Issues of health equity, the impact of climate on vulnerable populations, and climate justice will be addressed. Teaching tools include lectures, team-based learning, audiovisual media, case studies, guest experts, and assigned readings/exercises. Summative assignments will provide students the opportunity to propose approaches to climate-informed health care and public health policy.
• PH 149: Health Equity Communication (seminar elective)
  • Public health messaging is often ineffective, leading to problems of miscommunication, misinformation, dehumanization, insensitivity, and dissatisfaction. However, a growing body of empirical evidence demonstrates that strategic communication to promote wellness and reduce risk has produced direct positive outcomes in the adoption of healthy behaviors in diverse populations. These health campaigns employ persuasion and other communication theories that focus on behavioral intention and message design. They often reflect a sociocultural perspective that recognizes the role social dynamics such as wealth, poverty, prejudice, access to health services, and living conditions play in the message reception of a group. This course provides students with the opportunity to learn about the key components of health promotion messages and steps involved in creating effective and equitable health communication campaigns.
• PH 186: (Directed Readings) Intro to R (seminar elective)
  • This course will introduce students to R Studio and will teach them how to properly format code in R Markdown files to produce clear, reproducible analyses. In order to perform these analyses, students will be asked to translate the coding skills they have learned in Stata for basic statistical tests (for example, T-test, chi-squared tests) and apply these to programming in R. Additionally, students will be taught to use the Help Menu and online resources to find code and troubleshoot errors.

• PH 111 Medical Care Epidemiology
• PH 117 Introduction to Quality Improvement in Health Systems
• PH 137 Global Health Equity Impact Project
• PH 152 Leading Change in Health Policy

Electives:

• PH 102 Systematic Review
• PH 131 Patient Centered Health Communication
• PH 141 From Observational Data to Valid Inference: Regression and Other Approaches
• PH 161 Independent Internship 1
• PH 178 Independent Integrative Learning Experience Part 2

• PH 113 Health Policy
• PH 123 Health Policy with ILE Project
• PH 153 Historical and Political Determinants of Health

Electives:

• PH 114 Contemporary Issues in Biotechnology: The Practitioner's Perspective
• PH 116 Topics in Maternal Health Equity with ILE Project
• PH 121 Decision and Cost Effectiveness Analysis with ILE Project
• PH 122 Survey Methods
• PH 123 Health Policy with ILE Project
• PH 136 Public Health Ethics Through the Lens of Literature
• PH 147 Advanced Health Services Research with ILE Project
• PH 162 Independent Internship 2
• PH 179 Independent Integrative Learning Experience Part 3