Best Accredited Universities for Doctoral Phd program in Clinical Research Management

The Master in Clinical Service Operations is a clinical leadership program that provides physicians, clinicians, nurses, allied health professionals and administrators with the operations management training they need to lead teams, optimize efficiency and improve the patient experience.

Available in full-time (one-year) and part-time (two-year) options, the Master in Clinical Service Operations is a 36-credit program designed for health care professionals and administrators who aspire to leadership positions in operations management. Applicants should hold an advanced degree such as an MD, PhD, BSN or MBBS and have at least five years of clinical experience or requisite work experience in a clinical setting. Applicants without an advanced degree should have eight years of clinical operations experience.

The YSN PhD program prepares intellectual leaders who can contribute to the development of nursing science through their theoretical, substantive, and methodological knowledge and skills.

Students bring to doctoral study unique combinations of experiences, knowledge, and abilities that serve as the basis for developing programs of study congruent with the curriculum, but individualized to allow gaining in-depth knowledge of a particular content area.

All required coursework is completed in the first 2 years of the program. and contributes to increasing healthy life spans, reducing health inequities, improving the quality of health care, and shaping health policy. Coursework includes required core courses and 4 cognates.

Potential Cognate Courses Categorized by Area of Specialization and Content.

B: The course introduces new topics such as infectious causes of chronic diseases and vector-borne, zoonotic, and emerging pathogens.

This course outlines the social and structural determinants related to health inequities in the US and globally. The course explores conceptual, theoretical, methodological, and empirical approaches to understanding social justice and health equity. The course will focus on health determinants including health care, social class, poverty, oppression and power, stigma and discrimination, neighborhood and social factors. The course takes a multidisciplinary approach, integrating methods and research from epidemiology, social sciences, and medicine. The course explores the individual, interpersonal, community, and societal influences that lead to healthy and unhealthy outcomes. Prerequisites: None.

This course engages students in conceptualizing stigma as a fundamental cause of adverse health. Students compare individual and structural-level interventions to reduce both stigma at its source and its downstream impact on individual health.

The course will introduce and examine the intersections between social phenomenon, health care delivery system incentives, technological advances, patient engagement, and health outcomes across groups in the US. The tension and synergies across prevailing frameworks will be illustrated. Opportunities to innovate and advance both population health and health equity will be highlighted and identified.

T 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. The course emphasizes the integration of research from the social and behavioral sciences with epidemiology and biomedical sciences.

T This course provides an in-depth examination of key areas in the social and behavioral sciences. For each topic, we explore a general of the area and noted gaps in the literature, the primary theories driving research in the area, common methods and analytic techniques, and recent research examples. Students explore topics in current and emerging areas of social and behavioral sciences including topics focusing on health care, maternal-child health, reproductive health, mental health, social determinants of health, stigma, obesity, and aging.

This course explores disparities in the chronic diseases that contribute disproportionately to ill health, resource utilization, reduced quality of life, and mortality. The primary focus of this course is on understanding the determinants and consequences of health disparities, learning to critically evaluate health disparities research, and thinking creatively elimination strategies.

In this course, Black feminist approaches to intersectionality theory will first be introduced. Then intersectionality will be explored through works that explore four broad themes: 1) The Afterlives of Slavery: Reproductive Liberty and Justice, 2) Settler Colonialism: Reproductive Politics on the Reservation 3) Wars and Borders: Reproducing Immigrants and Refugees 4) The Carceral State: Substances, Criminalization, and Survival.

Through this elective, students will 1. Demonstrate nuanced understanding of the COVID-19 pandemic using an interdisciplinary approach. Enhance clinical reasoning in a situation of uncertain and emerging evidence on clinical and epidemiological perspectives, therapeutics, and social implications for patients and the community. Build synthesis skills through appraise and interpreting emerging literature during a pandemic and gain experience defending a position in uncertain times. Create an informational platform accessible to the public.

This course focuses on the development of the immune system, cellular and molecular mechanisms of immune recognition, effector responses against pathogens and autoimmunity.

This course covers fundamentals of inflammation from a broad biological perspective. Both physiological and pathological aspects of inflammation will be the focus of this course.

The focus is on integration of social, psychological, and behavioral factors that must be considered in developing and implementing best clinical practice and public health initiatives. This course emphasizes use of empirical evidence from social and behavioral sciences as the basis of public health practice and policy.

This course reviews the methods and evaluation of obesity prevention and lifestyle interventions conducted in multiple settings (e.g., individual, family, and community settings, as well as policy-level interventions). Topics include physical activity, nutrition, and weight-loss interventions in various populations (children, adults, those who are healthy, and those with chronic diseases). The course combines didactic presentations, discussion, and a comprehensive review of a particular lifestyle intervention by students.

This course explores the ways psychosocial and biological factors influence aging health. Topics include interventions to improve mental and physical health effects of ageism on health racial and gender health disparities in later life and how health policy can best adapt to the growing aging population. Students have the opportunity to engage in discussions and to develop a research proposal on a topic of interest.

This course introduces methodology for extracting disease rates from public sources and using them to analyze temporal-spatial trends for disease. It also uses survey data on exposure to putative risk factors and results from analytical studies to quantify the extent that known etiology can account for disease trends. This information is also used to assess the impact of public health policy on disease control.

This course provides an introduction to database and ontology in the biomedical domain. It will review how data and information are generated through biological and biomedical experiments and through patient care.

This course introduces the key computational methods and concepts necessary for taking an informatics project from start to finish: using APIs to query online resources, reading and writing common biomedical data formats, choosing appropriate data structures for storing and manipulating data, implementing computationally efficient and parallelizable algorithms for analyzing data, and developing appropriate visualizations for communicating health information. The FAIR data-sharing guidelines are discussed. Current issues in big health data are discussed, including successful applications as well as privacy and bias concerns. This course has a significant programming component, and familiarity with programming is assumed. Prerequisite: CPSC 223.

Students will gain foundational knowledge in clinical information systems, health data standards, electronic health records and data security privacy issues, among other areas. applying these ideas in real-world contexts.

This course focuses on the applications of regression models and is intended for students who have completed an introductory statistics class but who wish to acquire the additional statistical skills needed for the independent conduct and analysis of study designs frequently seen in public health. The class explores advanced topics within these domains including the analysis of (1) blocked and nested study designs, (2) linear contrasts and multiple comparisons, (3) longitudinal data or repeated measures, (4) missing data, and (5) pragmatic clinical trials using propensity scores to reduce selection bias, etc.

This course provides a focused examination of the theory and application behind linear regression. Topics include linear regression, estimation, hypothesis testing, regression diagnostics, analysis of variance, adjusting for covariates, transformations, missing data, and generalized linear models.

This course covers methods for analyzing longitudinal data in which repeated measures have been obtained for subjects over time and for analyzing multilevel data, which can be either hierarchically or nonhierarchically structured, e.g., nested, crossed, and or clustered. The course teaches the common analytic techniques that can be used to analyze both longitudinal data and multilevel data with both continuous and discrete responses. Emphasis is on mixed-effects models and generalized estimating equations (GEE). Rationales on whether population-average research or subject- cluster-specific inference research may be appropriate for various study designs and data types are discussed and illustrated.

This course will provide an introduction to the use of implementation science to systematically identify barriers and facilitators to delivery of evidence-based practices. Participants will learn the language of implementation science to describe key concepts and methods for translating scientific evidence into practice, including: community engagement, mixed-methods research, theories of behavior change, measurement and study design for evaluation, frameworks for implementation and evaluation, and pathways for dissemination. Implementation science is an exciting and rapidly emerging field whose approach offers broad and novel insights into the gaps between knowledge and practice in public health.

Advanced Topics in Implementation Science Yale Center for Implementation Science (Post doctoral fellows).

This course focuses on the contemporary burden of noncommunicable diseases (NCDs), with a particular focus on the health impact of NCDs in low and middle-income countries. The first part of the course briefly covers the etiology and global distribution of four key NCDs: cardiovascular disease, cancer, chronic respiratory disease, and diabetes. We then discuss the shared behavioral, metabolic, and physiologic risk factors for these diseases and explore how NCDs are associated with economic development, globalization, and the demographic and health transitions. The second half of the course focuses concretely on approaches to NCD intervention, from individual-level approaches to coordinated global action. The last five lectures are by guest speakers offering insight into the successes and challenges of their own intervention attempts.

The course provides an introduction to the making, understanding, and evaluation of health policy. The design and performance of the health care system are assessed, with particular attention to the complex and often contested choices that face policymakers.

That shape the development of health policy and health systems in all countries. It examines the key social institutions that serve as building blocks for the design of health policy in each country, and it looks to the health systems of a variety of countries in order to understand the advantages and disadvantages of alternative approaches to combining those institutional building blocks. The course also provides an of the important social institutions and key actors in the health care and political systems. Students are introduced to methods for understanding the behavior of these policy-makers and key stakeholders. Health issues are placed in the context of broader social goals and values.

This course is designed to provide an in-depth analysis of the government institutions and political forces that shape health policy. Ideas for new policies can emerge from numerous sources. The processes that identify some options as appropriate for adoption and that shape how enacted policies are best implemented reflect a variety of influences: political leadership, electoral opportunities, cultural values, constitutional limits on government authority, interest groups, mobilized citizenry, and changing social circumstances. This is a complex interplay in every policy domain.

GRA work includes a 15 hour per week commitment and may consist of library work, recruitment, data entry and analysis, data collection, preparation of IRB applications, grant proposal writing, abstract preparation, poster development, and manuscript preparation. All of these activities are essential tools of the researcher and are viewed as an important aspect of doctoral education.

Teaching Fellowships provide students with the opportunity to develop teaching skills through active participation in the teaching of courses and through access to the resources of the Poorvu Center for Teaching and Learning. Two terms of a Teaching Fellowship are required. Students are highly recommended to complete a Certificate of College Teaching Preparation (CCTP) through the Graduate School.

Master of Oral Health Sciences (MOHS) for Non-U.S.-Trained Dentists.

Master of Oral Health Sciences (MOHS) for Predental Track Students.

Master of Science in Oral and Population Health (MOPH).

Providing centralized support to researchers within Penn Dental Medicine who conduct human subjects research. Our highly specialized Center provides clinical research support and services spanning the full spectrum of a study from conceptualization to closeout for industry, federal, and foundation sponsors.

The Rembrandt Study: Recovery of the Microbiome from Antibiotics for Dental ImplantsPrincipal Investigators: Laurel Redding, VMD, PhD, DACVPM and Yu Wang, DMD, MSStudy Status: Currently enrollingThis Study is Grant Funded by: the Human-Animal Bond Research Institute and the National Institutes of Health.

You may be eligible to participate if you are aged 50 years or older and are scheduled to receive a dental implant.

Promote clinical investigations within the Clinical Sciences .

Promote communication to foster collaborations across departments, the University, and the world .

Identify clinical and research funding opportunities for successful submissions and awards .

Promote early stage veterinarians seeking career opportunities in clinical investigations and research .

Cindy Bennett, Clinical Trials Coordinator, Cornell University Hospital for Animals.

Douglas Fink, Material Safety Coordinator, Clinical Sciences.

Carol Frederick, Clinical Trials Coordinator, Cornell University Hospital for Animals.

Theresa Lagasse, Finance Specialist, Clinical Sciences.

Christie Sayre, Research Administration Coordinator, Clinical Sciences.

Suzin Webb, Innovation Lab Manager, Clinical Sciences.

the following link to be added to the general committee to participate on a graduate committee for MS and PhD.

The department is actively involved in many sponsored clinical trials to test new ophthalmic procedures and treatments. In recent years, the department has participated in clinical trials to investigate new treatments for diabetic macular edema, geographic atrophy, and neovascular age-related macular degeneration. Additionally, the department is investigating screening retinopathy of prematurity with RetiVue wide-field imaging.

The Ophthalmology is currently conducting the following Clinical Trials.

Hoffman-La Roche Principal Investigator: Paul Yates MD, PhD.

Sponsor: Apellis Pharmaceuticals Principal Investigator: Paul Yates, MD, PhD.

Sponsor: RetiVue Principal Investigator: Peter Netland, MD, PhD.

The Doctor of Philosophy (PhD) in epidemiology prepares students for careers in research and teaching, often at a university, federal or state agency, or a private research institution. Students develop research and teaching skills in epidemiology through coursework and practice.

The Master of Science in Clinical Research (MSCR) program is an interdisciplinary research degree program housed within the Epidemiology in the Gillings School of Global Public Health. The program is designed for physician-scientists and others to develop the skills necessary for a successful career in clinical and translational research.

Applicants must have a doctoral level professional degree (MD, PharmD, PhD, DDS, nurses with PhD, DVM, etc.) or extensive health professions experience (RNs, PAs).

The essay is a critical piece of the admissions process. We will evaluate both the content of the essay and your writing skills in considering your application.

(You may specify than 1 program area.).

Applicants should also include any additional information their interests, prior background or special circumstances which may be helpful to the Admissions Committee in evaluation of the application.

Please describe your interest in the MSCR program in a 1-2 page essay.

Describe your interest in clinical research.

Prospective applicants are encouraged to attend the Gillings School of Global Public Health Graduate Program Open House.

Interviews are not required by the program.

Applications to the PhD program that are incomplete as of January 31st will NOT be reviewed for admission. Applications to the MSCR program that are incomplete as of April 30th will NOT be reviewed for admission.

Doctor of Medicine and Master of Science in Clinical Research.

Combining medical education with training and experience in clinical research prepares clinician-researchers to improve patient health as well as healthcare. The dual degree program is appealing to those students who are interested in pursuing careers in the areas of medicine and clinical research in either an academic environment or pharmaceutical or biotechnology industry setting.

The program is designed as a five-year full-time experience, although accommodations can be made for students who need time to complete the dual degree. The required Capstone research project is designed to allow the student to demonstrate research skills. Students will also develop fine-tuned clinical research skills as they complete 240 hours of a clinical research practicum in either an academic institution or in industry.

Coursework in the dual degree program is generally completed over a period of five years.

To earn both degrees, students must complete the required classroom and clinical coursework for the MD degree and 22 additional credit hours of Clinical Research course work, including the practicum and Capstone.

MD MSCR students earn 10 credits towards the MSCR degree for completing designated courses required for their MD degree. The cost for these 10 credits is covered by medical school tuition there is no additional cost.

The other 22 credits toward the MSCR degree are as follows:.

Students must earn at least a grade of Pass in all medical school courses and must maintain at least a grade point average of 3.0 (on a scale of 4.0) in GMS MSCR courses.

The goal of the practicum experience is to provide the student hands-on exposure to clinical research. The student will work with a research mentor and will be actively involved in the development, execution, and evaluation of a clinical research project or project(s).

The practicum may also be performed under the direction of a clinical research professional within a drug, device, or biotechnology company, a clinical research organization (CRO), or site management organization (SMO) actively involved in clinical trials.

These various activities will most likely require involvement in than one research project.

Students in the MSCR program are required to complete a capstone project that provides a culminating experience and applies the principles and methods learned in the coursework to a real-life clinical study. Students generally identify their research mentor and develop their capstone project proposal while they are completing their course work or practicum. The capstone research must involve the analysis and interpretation of data. Students are encouraged but are not required to conduct primary data collection.

All medical students accepted to BUSM are eligible to MD MSCR dual degree program. Students interested in the MD MSCR program should apply first to BUSM. Note that if you enroll in the program and change your mind, you may opt out without penalty.

Related to Doctor of Medicine and Master of Science in Clinical Research.

Jacksonville, affiliated with UF Health Jacksonville, offers all the benefits of an academic health center, including advanced medical treatment and the latest in research.

Clinical trials are research studies that allow advances in medicine, identify new treatments and ensure safe and effective care for patients.

Patients who are considering participation in clinical research trials are encouraged to review the following information:.

A clinical trial is a research study conducted with patients to determine whether new drugs or treatments are both safe and effective. Carefully conducted clinical trials are the safest way to find new treatments that work.

The research team includes doctors and nurses as well as social workers and other healthcare professionals. A doctor (M.D. or PhD.) usually is the clinical trial principal investigator and takes ultimate responsibility for conducting the study. Frequently, a clinical trial will have a research coordinator or study coordinator working on the team. This person may coordinate the day-to-day activities of the clinical trial.

For all clinical trials, the research team will:.

Participants should learn as much as possible the clinical trial they are considering. The research team can provide answers to any questions.

All clinical trials are based on a set of rules called a protocol. A protocol defines:.

While in a clinical trial, participants are seen regularly by the research team to monitor their health and to determine the safety and effectiveness of their treatment.

The government has strict guidelines and safeguards to ensure the well-being of people who choose to participate in clinical trials. Every clinical trial in the U.S. must be approved and monitored by an Institutional Review Board (IRB) to make sure the risks are as low as possible and are worth any potential benefits.

An IRB is an independent committee of physicians, statisticians, community advocates and others that ensures a clinical trial is ethical and the rights of participants are protected. All institutions that conduct or support biomedical research involving people must, by federal regulation, have an IRB that initially approves and periodically reviews the research.

Informed consent is the full disclosure of important facts the clinical trial before a decision is made whether or not to participate. The research staff will give potential study participants the details the study, including:.

All participants in clinical trials are volunteers. Some of the reasons that people volunteer to participate in clinical trials:.

All clinical trials have guidelines who can participate. Guidelines are based on such factors as age, type of disease, medical history and current medical condition. Before joining a clinical trial, participants must qualify for the study. Some research studies seek volunteers with illnesses or conditions to be studied in the clinical trial, while others need healthy volunteers.

Educational Materials Clinical Trials National Cancer Institute.

STEM Center Research Associate Conducts Webinar on Using Social Media for Clinical Study Recruitment.

Elizabeth Flood-Grady, University of Florida College of Journalism and CommunicationsSTEM Translational Communication Center Postdoctoral Research Associate, conducted a webinar on best practices in using social media to recruit participants for clinical research studies.

Posted: August 10, 2018 Category: News Tagged as: Elizabeth Flood-Grady, STEM Translational Communication Center.

STEM Center Seeking Post-Doctoral Associate to Join Team.

The STEM Translational Communication Center (STCC) has an opening for a full-time postdoctoral associate. The postdoctoral associate will join a vibrant research team comprised of.

Dental Professionals Continuing Dental Education Dental Practice Opportunities Network Referring Doctors Services Oral and Maxillofacial Pathology Services Oral and Maxillofacial Radiology Services Sterilization Monitoring Service Related Dental Product and Service Vendors.

Seminars and Events Distinguished Lecture Series Science Colloquium Research Day.

Programs and Resources Pilot and Seed Grant Programs.