29275 Global Health Consulting and Research Methods 3 credits
This course is an applied, project-focused, “real-world” overview for individuals in healthcare consulting. Students will learn about planning, executing, and evaluating research that is applicable to advising with respect to relevant needs to help organizations serve their stakeholders more effectively, efficiently, and efficaciously. This course provides you with an introduction to a range of established and emerging consultancy practices such as design thinking, open innovation and sourcing, stakeholder journey mapping, and agile methodology.
29219 Introduction to Global Health Equity 3 credits
The Centers for Disease Control and Prevention have reported that ten great public health achievements worldwide in the last decade have been their science and programmatic role in global health including the prevention of HIV/AIDS, tuberculosis control, access to safe water and sanitation, control of neglected tropical disease, reductions in child mortality, vaccines, malaria prevention and control, and tobacco control. In seeking to address and understand complex global health concerns, the MS GHE Program is uniquely positioned to enlist multidisciplinary faculty to present the world’s burden of disease and propose solutions to decrease health disparities.
A focused approach to local and global health issues adds value to public health professionals’ roles. As the United States becomes increasingly more globally diverse, there is a growing need to understand and serve the global populations in our own neighborhoods and communities. By training our future public health professionals to be culturally sensitive and world thinkers they can better understand the unique distinctions each culture brings.
Bioethics 10203 Justice and Healthcare 3 credits
This course will provide an overview of Justice and Health Care. The first part of the course focuses on an overview of several philosophical perspectives on distributive justice, including Aristotle, John Rawls, Robert Nozick, John Stuart Mill and Utilitarianism, etc. In the second part, we will give a close look at the concept of justice specifically in relation to health care and examine issues such as the nature of a just health care system, health care and human rights, and the social determinants of health and justice. The third part of the course will focus on the practice of justice in health care with regards to rationing and health care allocations, the uninsured, the latest national effort to make access to health care more equitable and affordable through “Obamacare”, and global health.
29230 Epidemiologic Research Methods in Global Health Equity 2 credits
The overall focus of the course is on quantitative methods of epidemiology that can be applied globally. The course provides: 1) an overview of epidemiologic concepts; 2) the importance of determinants of health, theoretical models and how they apply globally, 3) practical steps to study design, and 4) dissemination of results.
29220 Statistics for Global Health 2 credits
This course will provide a foundation for statistical analysis in global health research using Stata software. First, we will cover research design and data collection, including questionnaire design, sample selection, sampling weights and data cleaning. Second, we will emphasize the use of code or command files in Stata to ensure that students are taught how to write programs. Third, the students will learn how describe statistical results for technical and non-technical audiences. The students will be introduced to univariate, bivariate, logistic regression and linear regression analyses. The students learn to formulate a research question that addresses a sustainable developmental goal, analyze data using existing international data sets, and interpret the results. They will learn to present their results to the scientific community as well as to local communities and will prepare a final research paper.
29236 Digital Storytelling for Public Health 1 credit
The translational aspects of Public Health sciences require creative approaches to stakeholder engagement, communication, and trust building. Digital storytelling has become a recognized methodology to build relationships for community engagement as well as generate useful qualitative data. The latter are particularly useful for developing cultural context in health communication. This course will provide an overview of how indie filmmaking techniques can be used to efficiently produce digital stories. We will also present examples of how this process facilitates community (stakeholder) engagement for research projects.
29279 Thesis Work Prep course 1 credit
Experiences in global health have proven to be invaluable in shaping the interests and careers of students. Participation in global health educational and research activities is associated with increased likelihood of addressing health disparities and the social determinants of health. However, there are also potential pitfalls associated with sending students to research arenas in which they are unfamiliar- processes are different, the resources available for research may be limited, there are language and cultural barriers, and students face safety issues pertaining to travel and occupational exposures. This type of experience is a means for professionals-in-training to learn important lessons about health disparities and cultural diversity. This course will provide a step by step guide to prepare students for successful thesis work.
29299 Thesis Work 6 credits
Thesis work is a required component of the MS in Global Health Equity program. It is a planned, supervised, and evaluated practical experience designed to enhance and complement the educational training. Students will engage in research or a community engagement project. Students are encouraged to choose a thesis placement that aligns with their career interests. Global and local placements are available with MCW’s established partners.
29100 Community Health Needs Assessment 2 credits
Understanding the health needs of communities is central to the success of programs designed to address the most pertinent health challenges of vulnerable communities. Participants will get an understanding of why community health needs assessments are necessary. They will delve into the steps taken in designing, conducting and analyzing the findings of a health needs assessment, with a focus on rural communities in developing country settings. They will get insights on the types of data needed for a health needs assessment and the indicators used for this type of assessment in the context of rural communities in low income country settings.
29150 Global Environmental Health 3 credits
Global Environmental Health will examine environmental problems that manifest at a global scale, with implications for human health and health equity. This course provides (1) a survey of major global environmental issues impacting human health, and (2) a focused examination of global climate change, related health impacts, and approaches to environmental sustainability, mitigation, and resilience. Issues to be considered include urbanization, air quality, water and sanitation, energy, food systems, biodiversity, waste, drivers of emerging diseases, climate change, and green infrastructure. The course will consider relevant social, economic, and political factors and approaches to controlling or eliminating risks. We will apply a global health equity perspective, examining causes and effects of environmental issues and implications for vulnerable populations. Environmental health issues in both developed and developing countries will be presented.
29235 Fragile Lives: Understanding Vulnerability in Old Age 2 credits
In bioethics, vulnerability is a very important concept along with ethical principles such as autonomy, justice, beneficence, integrity, and dignity. The notion is an integral part of several international ethical and legal guidelines such as the Nuremberg Code and the Belmont report which aimed to protect the vulnerable from inhuman medical practices. Despite being at the heart of bioethical inquiry, the concept of vulnerability has no clear-cut definition. Vulnerable populations are generally believed to include (but are not limited to) minors, incapacitated adults, prisoners, institutionalized individuals, minorities, refugees, nomads, homeless persons, unemployed, poor persons, pregnant women, women, and older persons. This labeling approach to vulnerability has been strongly criticized in the bioethics literature for being broad and thus lacks discrimination of individual and situation differences.
29245 Health and Forced Migration 2 credits
Introduction to displaced populations and refugee health with special attention to: vulnerable populations; the intersection of human rights, health policy, and health systems; and the health consequences of forced migration. This course will describe some aspects of the causes for populations to flee their homelands, common ways refugee camps are set up and structured, frequently seen health effects of displaced populations, specific vulnerable sub-groups within displaced populations, and the legal and ethical challenges of the displaced. This course is suitable to anyone interested in the effects of forced migration on population health.
29250 How to Build Health Research Partnerships with Native American Communities 2 credits
Working with Native American communities to conduct health research presents unique challenges. Many of these challenges align with community-based participatory research principles. However, the unique socio-political context of Native American tribal groups requires that health professionals reach beyond standard best practices. This course will provide the contextual information to navigate cultural competency, historical distrust, and government-to-government policy necessary to build durable health research partnerships with Native American groups.
29160 Infectious Disease Epidemiology 2 credits
This course addresses the epidemiological, clinical, and practical issues important to the study of infectious diseases of public health significance. The epidemiology of selected infectious diseases commonly occurring nationally or internationally, or of potential use as a bioterrorism weapon, will be discussed in detail. Subjects discussed include; immunizations, microbiology tools for the epidemiologist, nosocomial infections, outbreak epidemiology and emerging infectious diseases.
29110 Introduction to Chronic Diseases in Global Health 2 credits
This course will provide an introduction to chronic disease. The major groups of chronic diseases that will be discussed in this course include: cardiovascular disease, cerebrovascular disease, major forms of cancer, diseases of the respiratory tract, metabolic and digestive diseases, musculoskeletal diseases, and neurodegenerative diseases. Specifically, it will describe the major causes of chronic disease morbidity and mortality around the world, and how the risk of disease varies with regions. It will discuss major public health efforts to reduce disparities in chronic health around the world. Students will have the opportunity to develop country reports on specific chronic diseases, reports of global and public health efforts within those countries, as well as demonstrate the ability to identify opportunities for specific health interventions and create evidence-based programs aimed at chronic diseases with a focus on cultural values, integration of community assets and resources, and utilization of the expertise of identified global health professional and groups with similar interests.
29325 Maternal and Child Health in Developing Countries 2 credits
Global Maternal and Child Health provides students with an introduction to underlying health challenges as they pertain to women and children in a global setting. Students will develop a broad understanding of the factors that shape the health of populations and understand how healthcare system shortfalls might be effectively addressed. The goal of this course is to prepare students with knowledge and skills to improve the health of women and children, through primary prevention, interventions strategies, broadening accessibility to quality health care, and enhancing public awareness of special needs among vulnerable populations.
29240 Multicultural Mental Health Guidelines in Native American Populations 3 credits
This course is designed to familiarize students with essential, and largely Pan-cultural information about the mental health issues facing the First Nations populations of North America. First Nations persons include those also generally referred to as American Indians, Alaska Natives, and Native American Indians. Demographic, historical, sociopolitical, and inter- and intra-ethnic contexts critical to understanding the First Nations will be addressed. Specific knowledge constructs such as historical context, identity formation, acculturation, enculturation, language, family and community values, religion and spirituality. Traditional beliefs about health and illness, gender role socialization, and social class are emphasized. Attention will be given to contemporary issues facing the First Nations that influence service delivery and the receipt of care. Culturally relevant interventions are presented.
BISC 5461 Comparative Health Politics and Policy 3 credits
How do different countries seek to reconcile the goals of equitable access to affordable, quality health care? What are the similarities and differences in the health care challenges confronting industrialized nations and developing countries? To answer these questions, this course takes as its starting point that health care systems and health policies fundamentally reflect politics. We will explore how the structure of the political system, the power of health care interest groups and
political parties, the influence of dominant values and ideology, and past policy legacies shape health policy choices across different nations. We will employ comparative analysis to consider a broader range of possible policy options than would be afforded by studying a single nation or health care system. And we will draw on international politics to understand how global forces interact with national and local actors to shape health politics and policies.
This course is taught at Marquette University.
BISC 7150 Outbreaks, Epidemics and Pandemics 3 credits
Have you ever wondered why some infectious diseases spin out of control, causing widespread panic whereas others are effectively controlled? This course expands upon your knowledge of microbiology to examine not only the biological determinants of infectious disease spread but also the human determinants, that is the social, cultural, economic, political, geographical factors that also impact disease spread in populations. As you will learn, to understand epidemics, you cannot study infections in isolation. Instead, we need an appreciation of the dynamics of transmission, the resistance and the susceptibility of the hosts, and the behavior of people and their responses to infectious disease. We have to see the connections between the biological and social mechanisms of disease dynamics.
We can use mathematical models that can help capture our understanding of an outbreak and allow us to ask important questions regarding interventions such as who do we need to vaccinate? How many do we need to vaccinate? How can we break the chain of transmission? How is the infection going to evolve? As you can see, understanding outbreaks requires teams of multidisciplinary thinkers with various skills and expertise which is why much of the work we will do this semester will be done in groups. Through case studies, discussion, group work and service learning we will examine these dynamic processes. By the end of the course, you will understand how infectious disease epidemics occur, what can be done to control them and why control efforts succeed or fail.
This course is taught at Marquette University.
BISC 7159 Public Health Program Planning, Implementation and Evaluation 3 credits
Careful planning and evaluation of public health programs are essential competencies for public health professionals. In circumstances where there is an increased demand for services and yet, on the other hand limited resources, government and non- government agencies must use approaches that effectively and efficiently promote health for all. Planning is intentional in health programs to guide the generation, prioritization and sustainable utilization of resources. The course prepares learners to advance health for all by enriching them with relevant competences and skills.
Learners in this course will be introduced to the concept of health equity and health promotion, identifying health problems in community settings, developing programs and identifying activities which can be implemented to have better health outcomes. Learners will be challenged to initiate project ideas while thinking of the outcome in mind. Unique to this course is the bridging of aims of planners to the needs of communities, assessing situations, engaging relevant stakeholders and carefully implementing community centered activities. By use of planning and evaluation frameworks, learners will utilize tools to monitor the progress and evaluate short, medium- and long-term successfulness of interventions.
This course is taught at Marquette University.
29295 Readings and Research 1-2 credits
This is an independent study course; the student is to independently conduct research in their chosen thesis topic. The number of credits selected by the student determines the number of hours per week that must be dedicated to working on the Readings and Research plan. The student is responsible for finding a faculty member who is willing to work with the student; together they will establish learning goals, deliverables, resources, timeline, and mechanism for feedback.