One Year Masters in Medicine

Professional and graduate schools are continuously striving to recruit the most highly qualified students. Our Masters of Science in Medical Sciences (MSMS) programs are designed to assist students in building a solid foundation for future professional and research careers. The program offers several concentration options to students seeking a Medical Sciences Degree.

The medical track concentrations are designed to assist students who are seeking admission to health professional schools (e.g., M.D., D.O., D.D.S., D.V.M., D.P.T., Pharm.D., and P.A. programs).

A program designed to prepare students for health professional school (including MD, DO, PA, and DPT programs).

This one-year program has been developed to provide a novel interdisciplinary and concentrated program of study. The rigorous curriculum integrates several disciplines and topics covered in the first and second years of medical school and is designed to allow students to demonstrate their full academic ability and suitability for future careers in healthcare in either academic or clinical environments. The interdisciplinary nature of the program promotes a broad intellectual focus that is required of current and future health-care professionals.

An online program designed to prepare students for professional schools.

Medicine concentration was designed for students to complete their medical sciences degree online. It is suited for students who want to expand their knowledge in the basic medical sciences prior to applying to professional schools. While the curriculum mirrors the pre-professional program, all coursework will be completed 100% online and will take an additional semester to complete due to the course schedule. The ideal student for this program will be self-directed during the facilitation of the coursework via our online platform known as CANVAS.

A program designed for those with a concentrated interest in Anatomy to prepare for professional schools or teaching.

This one-year program concentration was designed to develop expertise and experience in human gross anatomy, neuroanatomy, embryology, histology, pathology and laboratory medicine. This curriculum promotes the broad intellectual focus required for future professional students in the anatomical sciences or other health-care related professions. Graduates of these programs are anticipated to continue their professional development at medical and dental schools, as well as a variety of other healthcare professional programs. This program is also suited for those with an interest in teaching in the field of anatomy.

A program designed to enlarge the pool of qualified under-represented minorities and individuals from disadvantaged backgrounds who are interested in pursuing medicine as a career.

The Interdisciplinary concentration provides qualified students with advanced training in the sciences basic to the practice of medicine. Students will take science and anatomy courses with first year medical students This program starts in mid-June on an alternative calendar with the medical school. Students from a group under-represented in medicine and or disadvantaged backgrounds are strongly encouraged to apply.

The research tracks were designed for students who want to pursue a career in research or future educational endeavors in other professional programs, such as a PhD program in Biomedical Sciences. There are several concentrations offered in the research track, which consist of basic molecular science credits with medical relevance. In order to prepare students for their future educational endeavors in the field of medical research, the program is based on a time demanding and intensely rigorous curriculum. Prospective students will need to review the curriculum of the concentrations to determine the best program that is suited for their future career and educational endeavors.

Ms aging and neuroscience icon brain icon.

Molecular Medicine: This concentration will train students on the latest findings, concepts, and experimental techniques in the field, as well allow students to conduct laboratory research.

For these concentrations, the courses are scheduled so that the degree can be completed within one year. In general, concentrations consist of an average of seven core science courses, with the remaining courses being offered as electives. While the concentrations do not require a thesis, students are expected to complete directed research courses. Courses within these concentrations will consist of both on-campus and online courses.

Eugene Applebaum College of Pharmacy and Health Sciences.

The Basic Medical Sciences (BMS) program offers a didactic, multidisciplinary (broadly-based), and human biology-oriented curriculum. The BMS program can enhance the academic preparation of individuals holding a bachelor master or professional degree who are seeking to subsequently matriculate into human or veterinary medical, dental, or pharmacological professional degree programs. The curriculum can facilitate career advancement of individuals employed in the areas of biomedical research and science education.

The curriculum involves courses from several basic science departments and programs, each one representing a unique discipline within the Wayne State University School of Medicine. At least one BMS CORE course from each of at least four different disciplines is required. The curriculum also has advanced basic medical science electives. The Master of Science in Basic Medical Sciences degree is a Plan B master essay curriculum that requires an original critical evaluation of a specific topic in current biomedical science commonly based on analysis of current biomedical literature iginal experimental research is not required.

Admission to the BMS program is contingent upon admission to the Graduate School. A minimum of a bachelor degree or equivalent is required. A major in a biological or chemical science is preferred applicants with other majors will be considered. An earned cumulative Grade Point Average of 3.0 together with strong science grades are required for regular admission. Applications must be submitted online (see url at the end of this paragraph). A complete application requires submission of the basic application form, a statement of purpose, three letters of recommendation, transcripts from all prior academic institutions in which the applicant is was enrolled, and a recent standardized test score (original or copy): either MCAT, DAT, GRE or PCAT. Copies of transcripts may be submitted for application review however, the Graduate School will require submission of an official transcript showing degree awarded prior to enrollment.

The Master of Science in Basic Medical Sciences is offered only as a Plan B master degree that requires completion of thirty-four credits in the BMS curriculum and must include a graded Master essay (BMS 7999).All course work must be completed in accordance with the regulations of the Graduate School and the School of Medicine governing graduate scholarship and degrees.

The deadline is specified by the Graduate School and enforced by the Registrar.

Essays in Basic Medical Science: Cr. 3.

BMS 6550 Medical Anatomy for Health Professionals Cr. 4.

Basics of human anatomy for BMS and selected graduate students. Offered Spring Summer.

Up to four credits in research, laboratory, discussion, or field work, in any combination for students in Basic Medical Sciences or Medical Research program. Offered Every Term.

Restriction(s): Enrollment is limited to Graduate level students.

BMS 7999 Essays in Basic Medical Science Cr. 3.

Restriction(s): Enrollment limited to students with a class of Candidate Masters enrollment is limited to Graduate level students.

Academic Departments Community Health Preventive Medicine Family Medicine Medical Education Medicine Microbiology, Biochemistry Immunology Neurobiology Obstetrics Gynecology Pathology Anatomy Pediatrics Pharmacology Toxicology Physiology Psychiatry Behavioral Sciences Surgery.

Patient Care Patient Care house Healthcare Innovation Learning Laboratory for Population Health.

Graduate Education in Public Health (MPH and Online MPH).

For additional information regarding the Medical Education.

Online Education and Extended Programs Executive M.P.H. MS in Biotechnology Making Medicines Certificate Columbus Site.

Graduate Education in Biomedical Sciences (Ph.D. and M.S.).

Residency and Fellowship Programs (Graduate Medical Education) Family Medicine Internal Medicine Cardiovascular Fellowship Neurology Obstetrics and Gynecology Pediatrics Psychiatry Behavioral Sciences Public Health General Preventive Medicine Pulmonary Disease and Critical Care Medicine Fellowship Surgery.

Become an integral part of our justice system with a Master of Science (MS) in Forensic Medicine. In our program, you will learn to analyze physical evidence and establish facts in civil or criminal cases.

You will be fully immersed in the exciting and challenging world of forensic medicine.

As a student in the program, you will take classes including:.

Classes during the first year (August-May) will be held approximately one weekend a month on Friday, Saturday and Sunday from 8 a.m. until 4 p.m. Online classes begin in the summer of the second year.

For additional details, view the course sequence for the Master of Science in Forensic Medicine Program.

Work experience is not required to enter the program and recent college graduates are accepted into the program.

Career paths and, in some cases, volunteer opportunities for graduates of the MS in Forensic Medicine degree program may include the following:.

Debaecke Explains the Forensic Medicine Program Diverse Curriculum.

Precision Matters: How Death Certificates Impact the Living.

Master of Medical Sciences in Global Health Delivery.

Master of Science in Media, Medicine, and Health.

The Master of Science in Media, Medicine, and Health is a new one-year Harvard Medical School graduate program for those interested in using storytelling to make a difference in health.

Students will have expert mentors guide them through using the storytelling medium of their choice (for example, film, creative nonfiction, podcasting, or graphic design) to craft a novel public health intervention.

The program will prepare students for a range of jobs in traditional and social media, journalism, foundations, direct health care, health care policy, and community organizations, and provide valuable networking opportunities with experts in various industries and storytelling modalities.

Neal Baer: How Storytelling Can Improve Your Health.

The didactic curriculum consists of 12 credit hours of clinical oncology and anatomy, quality and safety management, radiation physics, and radiation biology. This curriculum emphasizes oncology management, therapeutic radiation physics, radiation biology, and clinical practice. The duration of the program is one year, including summer sessions. Both M.S. and Certificate students must pass a final comprehensive examination.

The program requires coursework in clinical oncology and anatomy, quality and safety management, radiation physics, and radiation biology. Classroom lecture is the mode of instruction for all didactic courses except Radiation Oncology Physics I and II, which uses a lecture and recitation model.

At the beginning of each of Medical Dosimetry Practicum I, II, and III, students are informed of the competencies they are expected to develop during that term. For each competency topic, the student participates in a competency assessment exercise, which at minimum requires unguided performance of the clinical task and which may also require oral or written examination or reporting. The precise requirements of each assessment are communicated by the preceptor at the beginning of the term. It is expected that all assessments be passed during the term in which they are originally scheduled.

The research component of the Master of Science curriculum is designated Seminar in Medical Dosimetry I, II, and III.

The practical courses are likewise held in person and require students to appear at their assigned clinics daily. physical presence in their assigned clinics. schedules at diverse sites, but there is no distance learning option, and neither are there part-time, weekend or accelerated learning options.

At Georgia Southern University, our Master of Science in Sports Medicine degree will prepare you for a career in the field of sports medicine.

This 36-credit hour graduate program offers concentrations in human movement science or strength and conditioning.

Applicants holding a graduate degree do not need to submit GRE scores.

Formal Statement of Graduate Education Goals (Statement of Purpose).

Completed application packets received by deadline will be fully considered for admission to the program and financial assistance. Applications received after the priority deadline but before the University deadline will be considered as they are received until the program reaches full capacity.

International transcripts must be evaluated by a NACES accredited evaluation service and must be a course by course evaluation and include a GPA.

ABM students complete the 2-year MSSM program in only 1.5 years, reducing time-demand and tuition expenses.

Having the experience of not only conducting a research project but also the opportunity and encouragement of taking the research completely through the dissemination (presentation and publication) process provides you an enhanced ability to evaluate research as it relates to future developments in sports medicine.

Georgia Southern University Armstrong Campus Health Sciences and Kinesiology Dept #4076 11935 Abercorn Street Savannah, GA 31419.

Many of the clinical programs offered by the Waters College of Health Professions require a clinical internship or practicum experience to fulfill degree requirements. Pursuant to the University legal agreements, participants in clinical experiences are required to abide by the workplace rules of the clinical site. At this time, we expect that these new requirements may significantly impact our ability to locate a placement for students who remain unvaccinated. As always, WCHP will continue to make every effort to place students at clinical sites. However, please be aware that we may be unable to locate a site to accept unvaccinated students, which may cause a delay or inability to progress and complete the program of study.

The program provides graduate biostatistics training for students who intend to plan, direct and execute health research and or analyze health data.

Our curriculum three concentration options (Population Health Analytics, Statistical Bioinformatics and Statistical Methods Practice) address a variety of student goals.

I got systemic training in biostatistics and epidemiology. Those knowledges greatly enhanced my job as a medical researcher. Additionally, I also met a lot of friendly teachers, staff and classmates in this program.

My experience in the MS program provided a solid foundation for a career in biostatistics. Now that I am working as a statistical analyst, I fully realize the value of my MS degree and feel that it thoroughly prepared me to be working in this role.

Small class sizes and regular check-ins fostered a niche community that was instrumental in guiding me through the program to my career goals.

Our program is accredited by the Council on Education for Public Health (CEPH), an independent agency dedicated to assuring excellence in public health education.

Biostatistics, Doctor of Philosophy (Ph.D.) with a concentration in genomic biostatistics.

Biostatistics, Master of Science (M.S.) with a concentration in clinical research and biostatistics.

Biostatistics, Master of Science (M.S.) with a concentration in genomic biostatistics.

Healthcare Policy and Research, Doctor of Philosophy (Ph.D.).

Human Genetics, Doctor of Philosophy (Ph.D.) with a concentration in quantitative human genetics.

Human Genetics, Master of Science (M.S.) with a concentration in genomic data science.

Microbiology and Immunology, Master of Science (M.S.) with a concentration in oral biology.

Public Health, Master of (M.P.H.) with a concentration in applied public health.

Public Health, Master of (M.P.H.) with a concentration in cancer health equity science.

Public Health, Master of (M.P.H.) with a concentration in epidemiology.

Social and Behavioral Sciences, Doctor of Philosophy (Ph.D.).

This is the preliminary (or launch) version of the 2023-2024 VCU Bulletin. This edition includes all programs and courses approved by the publication deadline however we may receive notification of additional program approvals after the launch.

The mission of the International Program in Addiction Studies leading to a Master of Science in Addiction Studies degree is to offer students cross-cultural exposure to the critical prevention, treatment, research and policy issues facing the field. The program is designed to prepare students for local, national and international policy positions, prevention treatment program management and other leadership positions in the addictions field. This program will speed the dissemination of the latest international addictions-related knowledge, especially to remote locations around the world, and help students compare international perspectives and translate this knowledge into effective prevention and treatment practices and evidence-based policies within their own countries.

Demonstrate a detailed knowledge of the field of addiction science (including comparative international policies and practices) to prepare them for leadership roles in a variety of settings (including addiction research, policy and treatment venues).

Be able to synthesize and apply addiction-related knowledge, including comparative international perspectives and approaches, to address key issues related to the advancement of addiction science.

Develop the ability to design, implement and interpret experimental approaches which address key questions in addiction science.

Integrated knowledge of addiction science: The student will demonstrate an appropriate level of knowledge of the current elements of addiction science as related to disciplinary specialization and a detailed understanding of the individual area of scholarship, including an appropriate familiarity with the research literature and the ability to evaluate and critique publication.

VCU Graduate Bulletin, VCU Graduate School and general academic policies and regulations for all graduate students in all graduate programs.

As graduate students approach the end of their academic programs and the final semester of matriculation, they must make formal application to graduate. No degrees will be conferred until the application to graduate has been finalized.

The School of Medicine provides policies applicable to all programs administratively housed in the school.

Prospective students should apply through the VCU graduate admissions portal. Application to all three participating universities is accomplished through submission of the VCU graduate application. Once accepted, students are enrolled in all three universities and have access to the resources associated with all three schools. No on-campus classroom time is required to complete the degree.

In addition to the general admission requirements of the VCU Graduate School, applicants must:.

In addition to the general VCU Graduate School graduation requirements, students are required to successfully complete a minimum of 36 credit hours, which can be done either full time (12 months) or part time (24 months). Six of the required credit hours are assigned to a final research project examining a relevant addictions-related topic.

The minimum total of graduate credit hours required for this degree is 36.

The world continues to experience infectious disease outbreaks that threaten the health and security of most nations. This one-year program equips students with an in-depth understanding of infectious diseases through a global health lens. The program explores a host of different subjects, such as, immunology, vaccinology, molecular biology, global health, biosafety, food safety, bioinformatics, biotechnology, and epidemiology through didactic lectures, case studies, and journal clubs.

Hands-on animal model and laboratory training promote students' ability to communicate and present scientific research and understand how fundamental knowledge gained in the classroom is applied to solving real-world problems. Analytical, critical thinking, and leadership skills acquired through the program help students build careers in basic and applied research within academia, biopharma, national and international organizations, and biodefense or biocontainment environments. The program also prepares students for professional and doctoral-level programs, including DVM, MD, DO, PA, and PhD programs.

Students graduate with an understanding of the major challenges, programs, policies, and possible solutions for infectious diseases of global health significance and are ready to address critical issues from an interdisciplinary perspective.

Infectious Diseases of Humans and Animals I covers important infectious disease in humans and animals of respiratory, gastrointestinal and urogenital Tracts. The course also covers Disease Ecology. For each body systems-focused module, normal anatomy and physiology are first reviewed. Additional lectures focus on cellular and molecular targets of infection and host immune and inflammatory responses. The Disease Ecology component focuses on species and population interactions and environmental aspects that influence the patterns of disease. Reading from texts, published research papers, work, student presentations and projects round out the material.

This course teaches the principles of immunology and comparative immunology and then applies them to understand immune responses against intracellular and extracellular infectious agents, immunotherapies, immunodiagnostics, and immune reactions and disorders. In addition, the course examines (a) how the immune system can be manipulated in order to benefit the animal, (b) how knowledge of the immune response against an infectious agent is applied to designing and developing effective vaccines, and (c) what are the vaccine-delivery strategies and challenges and obstacles in developing effective vaccines. Problem-based sessions are incorporated for discussing and understanding of basic and applied aspects of immunology, as well as for enhancing group collaboration and communication.

Introductory statistics will be learned using an active approach, emphasizing practical applications of statistical concepts. Students will gain experience in analyzing data sets and presenting data. In addition, students will become familiar with using specialized programs for advanced statistics, such as SPSS.

0.5 credit (On-line course).

This course introduces students to the ethical issues, professional standards, and norms of ethical infectious disease research, from laboratory research to research out in communities. Students will learn the ethical standards and norms in biomedical research, institutional procedures and policies governing research with animal and human subjects, standards of practices for designing ethical research studies, and ethical issues in infectious disease control. This class is designed as an online course with taking modules on CITI Program Cross-listed with BMS 654.

Students present peer-reviewed research papers (not review articles) on infectious agents diseases. Students are required to thoroughly study their selected articles before Journal Club. The 50-minute PowerPoint presentations include extensive group discussion. The sessions help students enhance the skills of analytical reading and critique. As this exercise is also meant for the presenter to teach classmates regarding the research topic, students learn to present the information in a clear, coherent, and accurate manner. Students take Journal Club in both the Fall and Spring semesters. Journal Club is open to everyone in the Infectious Disease and Global Health to attend and participate in the discussion.

One group of physicians and public health professionals developed this definition: Global health is an area for study, research, and practice that places a priority on improving health and achieving equity in health for all people worldwide. Global health emphasizes transnational health issues, determinants, and solutions involves many disciplines within and beyond the health sciences and promotes interdisciplinary collaboration, and is a synthesis of population-based prevention with individual-level clinical care. (Koplan JP et al. The definition of global health we will adopt for this course reflects the need for increasingly complex, trans and multidisciplinary (One Health) approaches to understanding health and disease in populations, brought by an increasingly interconnected world. The goal of this course is to provide students with an of global health and equip students with the proper framework, context, and skills to understand and analyze the social, political, legal, policy, and economic aspects of health and disease on a global scale.

The course provides a system-based of infectious agents of the nervous system, skin, and blood (including the reticuloendothelial system). This course also provides basic understanding of biosafety, food safety and regulatory compliance. It is subdivided in 6 modules. Four modules are focused on pathogens and the various diseases they cause. Two additional modules focus on biosafety and food safety, respectively. The introductory lecture for each infectious disease module describes the anatomical and physiological features of relevant organs. Model bacterial, viral, fungal and parasitic pathogens that cause disease domestically and or globally are covered in depth. The etiology, pathogenesis, immunology, epidemiology, diagnosis, prevention and control of selected pathogens are discussed. Reading of relevant scientific literature complements the lectures.

The first part of the course covers basic topics of molecular biology relevant to the understanding of viral, bacterial, and protozoal microorganisms. Following an of the structure and function of nucleic acids, prokaryotic and eukaryotic gene expression and regulation will be discussed. The second part of the course is devoted to applied topics in molecular biology, including genetically modified organisms, genotyping methods, medical molecular biology, high-throughput sequencing and its application to genomics, and the analysis of complex bacterial populations. An introduction to computational methods for analyzing complex sequence data and their application to studying host-associated microbial populations and their impact on health and disease complete the course.

The goal of this course is to provide students with hands-on experience in molecular biology procedures. Having first established good laboratory technique (to encompass safety and regulatory issues), students have the opportunity to learn a variety of molecular methods including DNA isolation, digestion and cloning, bacterial transformation, evaluation of recombinant clones, and plasmid isolation. Students engage in primer design, gel electrophoresis, PCR (including quantitative real-time PCR), DNA barcoding, and sequence annotation. Basic bioinformatic skills are explored. Recombinant protein expression systems are compared (eukaryotic versus prokaryotic) and various recombinant protein expression and purification techniques (e.g., column chromatography and affinity methods) are tested. Science writing skills that focus upon clarity, precision, and comprehension of experimental results and conclusions are emphasized. Students gain a firm understanding of how the molecular biology techniques employed in this class are used to diagnose, identify, and study infectious diseases.

This course will focus on infectious diseases that threaten global health and insecurity, their relation to poverty and development, and how economic level, inequity, and policies of nations determines the health of their citizens. Using the lens of infectious diseases covered in previous courses, we will underscore the historical milestones, actors, assumptions, context, and theories driving selected infectious diseases and their global health priorities in policy, programs, and research. A recurring theme throughout the course is that there are common global drivers of infectious disease emergence and re-emergence influencing the health of populations in high, middle, and low-income countries, that cross-cutting issues of inequality and systems transcend settings. The course will also examine the outcomes resulting from the ways in which new global health policies change patterns of health practice and Infectious disease intervention globally. That student will come out with an understanding of major challenges and solutions to infectious diseases of global health significance, programs, and policies and be able to address global health issues from an interdisciplinary perspective, examine strategies and solutions for combating emergence, and re-emergence of pandemics and promoting Global Health threats. This course is a reminder that no one person, agency, or organization holds absolute knowledge on how best to address Infectious disease and Global Health challenges and that it has to be a multidisciplinary effort.

The recent increase in terrorist attacks in many parts of the world has focused attention on the possibility that pathogens and toxins may be used as weapons targeting humans or economically important animals and plants. This course seeks to provide the basis for (1) critically evaluating the risks associated with bioterrorism and (2) developing strategies for defending against, as well as responding to, the illegitimate use of biological agents.

The course focuses on computational methods to analyze DNA and amino acid sequences. Four hours are devoted to lectures, and each lecture introduces a topic. Students learn to recognize various file formats, query and compare sequences, and apply programs to extract biological information from complex sequence data. The exercises emphasize the analysis of pathogenic microorganisms and their interaction with the host. Whether studying complex microbial populations or sequencing plasmids, DNA and protein sequences are ubiquitous in biomedical research. The goal of the course is to demystify the analysis of sequence data and to provide basic familiarity with bioinformatics tools commonly used in this field. After completing the course, students will be able to: (1) recognize the most common sequences formats used to represent DNA sequence dat FASTA, FASTQ, BAM, SAM, BIOM (2) employ program BioEdit to explore and manipulate DNA and amino acid sequences. Examples of sequence manipulations include, aligning, trimming, translating, defining consensus sequence (3) demonstrate ability to perform and interpret BLAST queries (4) describe the relevance of length polymorphisms (microsatellites) and demonstrate the use of program GenAlEx to explore a microsatellite dataset (5) apply program Mega to generate sequence distance matrices and phylogenetic trees apply this program to construct a phylogenetic tree and discuss the information gained from this analysis (6) demonstrate the use of programs found in galaxy to analyze transcriptomics (RNA-Seq) data, interpret the results of programs used to map sequence reads, assemble transcripts, and perform differential expression analysis (7) differentiate between FPKM and TPM metrics (8) apply statistical tests for analyzing sequence data (9) recognize the versatility of EupathDB databases to perform advanced search strategies and interpret search results using functional enrichment analysis and (10) apply common 16S amplicon sequence workflows used to explore complex microbial populations.

Students explore biotechnology applications, particularly those technologies of relevance to infectious disease and learn how the technologies were developed, how they are being applied to global health issues, and how they are likely to evolve in the future. As part of the course, students are asked to select biotechnologies they feel will be important to their personal career objectives, investigate these in depth, and present their findings and views to the class, followed by general discussion.

This course has three major components. Working with their mentors, students will (1) develop and write a research assignment, and (2) prepare and present a poster on the written assignment. Each student will investigate and understand in-depth a particular pathogen. Students will get the opportunity to work and think independently, read and critically analyze scientific literature, develop oral and written communication skills, and appreciate the research process. Students will write their research assignments and submit them for evaluation. Each written assignment will be 5-6 pages. Students will also present their research assignments as posters on MS-IDGH Research Day (campus-wide). Mentors of each student will provide guidance as needed. Students will devote 10-11 weeks to preparing and writing their assignments, preparing posters, and presenting them.

Students learn and apply basic concepts of epidemiology. Epidemiology is the lynchpin science of public health. In combination with biostatistics, it is used to examine disease patterns and infers causes of diseases at population level and many other issues, such as whether a new drug is effective than an old one, what the risk factors are for a given outcome, whether a new screening test is likely to be useful and, if so, in which population, what levels and types of air and water pollution should be of most concern, etc. To accomplish its varied objectives, epidemiology uses many different kinds of measures, study designs, and data analytic techniques. Students will (1) understand the basic structure of public health, its goals, and where epidemiology fits into the structure (2) know calculate and interpret important rates and measures used in epidemiology and public health and interpret confidence intervals for these rates and measures (3) interpret basic epidemic curves (4) understand in general the design, strengths, weaknesses, and ethical issues of the major types of epidemiologic studies (5) identify the three major causes of erroneous conclusions in epidemiologic research and how each one can be adjusted for or avoided (6) recognize effect modification (also called interaction) in data (7) learn how screening is employed in public health, including the basic measurements used to evaluate screening tests and the biases that can affect the accuracy of reported screening efficacy.

This 15-hour course will illuminate the complexity and multi-dimensionality of the evolving infectious disease pandemics, as illustration of the relationships between disease biology, society, and public policy. We will explore the history, changing trends, recent advances, and multidisciplinary strategies for addressing HIV, Ebola, Dengue, Polio, Tuberculosis, and COVID-19. interventions. This course will build upon the introductory course in Global Health and course on Infectious Diseases in Global Health, but with a greater focus on social issues surrounding the pandemics, lived experiences of disease, the interactions between biology and social factors, and the political architectures of responses. The course will include lectures and documentaries, interactive classroom activities and discussions, and presentations.

Successful completion of the program requires a grade of B or better in all coursework and successful acceptance of the final Research Assignment (GPA 3.0, 32 credits). The graduate program manager will notify the MS-IDGH Program Committee of any student in academic difficulty. This committee will assist the student in determining their ability to continue in the program, following the guidelines in the Graduate Student Handbook.