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Population, Family and Reproductive Health
STUDENT HANDBOOK
2018-2019
Revised 10/25/18
Johns Hopkins Bloomberg School of Public Health
Department of Population, Family and Reproductive Health
615 N. Wolfe Street | Baltimore, MD 21205
Table of Contents 2018-19
2018-2019 PFRH Student Handbook 3
Table of Contents
Part I – GENERAL INFORMATION ............................................................................................ 5
PFRH General Information .................................................................................................................. 6
JHSPH Academic Policies and Procedures ........................................................................................... 8
Regulations for PFRH Students ............................................................................................................ 9
Institutional Review Board Research Project Approval Procedures ................................................. 12
JHSPH Travel Abroad Policy ............................................................................................................... 13
PFRH Teaching Assistant Policy ......................................................................................................... 15
PFRH Policies & Forms ....................................................................................................................... 16
PART II – MASTERS STUDENTS HANDBOOK .......................................................................... 21
MSPH Program Overview .................................................................................................................. 22
MSPH Program Competencies .......................................................................................................... 23
MSPH Course Requirements: Department and Schoolwide ............................................................. 24
MSPH Course Requirements: PFRH Focal Area ................................................................................. 26
MSPH Field Placement Guidelines .................................................................................................... 33
MSPH Essay and Presentation Guidelines ......................................................................................... 38
MHS Program Overview .................................................................................................................... 46
MHS Program Competencies ............................................................................................................ 47
MHS Course Requirements: Department and Schoolwide ............................................................... 48
MHS Course Requirements: PFRH Focal Area ................................................................................... 52
MHS Essay and Presentation Guidelines ........................................................................................... 59
PART III – PHD STUDENTS HANDBOOK ................................................................................. 67
PhD Program Overview ..................................................................................................................... 68
PhD Program Competencies ............................................................................................................. 69
PhD Research Methods Course Requirements ................................................................................. 72
PFRH Focal Area Requirements for PhD ............................................................................................ 76
PFRH Doctoral Seminars .................................................................................................................... 83
Additional Information & Requirements for the PhD Degree .......................................................... 85
PFRH Comprehensive Examination ................................................................................................... 87
Departmental Preliminary Oral Examination .................................................................................... 89
Table of Contents 2018-19
2018-2019 PFRH Student Handbook 4
Schoolwide Preliminary Doctoral Oral Exam .................................................................................... 91
Final Doctoral Oral Exam ................................................................................................................... 94
Dissertation Guidelines ..................................................................................................................... 96
Doctoral Timeline .............................................................................................................................. 99
PhD Forms ....................................................................................................................................... 106
PART IV – PFRH CERTIFICATE PROGRAMS ........................................................................... 115
Part V – APPENDICES.......................................................................................................... 117
Appendix - PFRH Courses by Term, Focal Areas and Certificates ................................................... 119
Appendix - Work Agreement ........................................................................................................... 124
Appendix - Student Field Placement Evaluation Report ................................................................. 125
Appendix - Student Evaluation of Preceptor ................................................................................... 126
Appendix - Preceptor Evaluation of Student ................................................................................... 127
Appendix - Masters Essay Topic Form ............................................................................................. 128
Appendix - Reader Approval Form .................................................................................................. 129
Appendix - Master’s Essay Distinction Award Nomination Form ................................................... 130
Appendix - Essay Template ............................................................................................................. 131
Part I – GENERAL INFORMATION
PFRH General Information 2018-19
2018-2019 PFRH Student Handbook 6
PFRH General Information
A. Education Office
The education office is your first point of contact for most questions regarding academic student-related matters.
Donna Strobino, PhD
Vice Chair of Education
Room E4650
Tel: 410-502-5451
Gilbert Morgan
Academic Program Administrator
Room E4005
Tel: 410-614-6676
Kristen McCormick
Senior Academic Program Coordinator
Room E4014
Tel: 410-955-1116
B. Information Technology
The Information Technology (IT) office serves as a central computing resource for the School of Public Health. The mission
of the computing center is to provide hardware, software, and service resources to support the instructional and research
needs of the students and faculty.
The Information Technology Team provides leading edge technology and systems support at JHSPH. Their Anytime-
Anywhere strategy means that the School’s information resources are available to the faculty, students and staff of JHSPH
from anywhere in the world, any time they need them.
Access to facilities is provided at three micro computing labs (W3017 and W3025 SPH, B141 Hampton House). These
facilities are available 24 hours a day, seven days a week except when a class is being taught. A schedule is posted outside
of each room.
To place a HELP call, go to https://my.jhsph.edu/Resources/Help/Pages/default.aspx or go to my.jhsph.edu and click on the
“Place Helpcall or Check Status” image.
Information Technology Office
Room: W3014, Wolfe St.
Phone: 410-955-3781 (5-3781)
Hours: Monday-Friday 8:30 am-5:00 pm
Weekends Walk-in and Phone-in 11:00 am - Noon, closed holidays and holiday weekends.
C. Departmental Seminars
PFRH holds a noon seminar series every Wednesday 1st through 4th term. PFRH students are required to attend. The
schedule of seminars will be sent in advance via email to all PFRH students and listed in the JHSPH Weekly Calendar. All
graduating students are required to make a presentation of their thesis results in a formal academic setting, which may
include the departmental noon seminar or a professional meeting.
D. Departmental Special Seminars
The department offers special seminars throughout the year (e.g. the Masters’ presentation seminar). Students may be
required to attend additional seminars throughout the year.
PFRH General Information 2018-19
2018-2019 PFRH Student Handbook 7
F. Departmental Services
Payroll
Teaching and research assistant payroll forms can be found online at my.jhsph.edu under the department in the section
called Human Resources and Payroll. All questions regarding payroll including stipends should be directed to pfrh-
[email protected]. Completed paperwork that cannot be sent electronically should be delivered to the front office – E4527.
Students who need to be set up on payroll for stipends payments should email [email protected] to set up an
appointment.
Facsimile Machine
Students have access to send and receive local faxes from the departmental fax machine listed below.
(410) 955-2303 (Bloomberg School of Public Health building E4527 PFRH Main Office).
Kitchens
The department has three kitchens available for your use. Refrigerators are cleaned out on Fridays at 4:30pm and
everything not marked with a name and date is thrown away. Please be advised that the refrigerators (and microwaves) are
maintained by our department staff and not housekeeping so please clean up your spills. Also staff, faculty and students
share the three refrigerators so please be mindful of space when storing large items.
G. Parking
See Bloomberg School of Public Health: http://www.jhsph.edu/student-life/transportation/.
H. Student Groups
See Bloomberg School of Public Health: http://www.jhsph.edu/offices-and-services/student-
assembly/student_groups.html.
JHSPH Academic Policies and Procedures 2018-19
2018-2019 PFRH Student Handbook 8
JHSPH Academic Policies and Procedures
The School’s Catalog and Student Handbook can be found at: http://www.jhsph.edu/student_affairs/one_stop/.
The school’s internal website (“the portal”) resources page, https://my.jhsph.edu/Resources/, houses commonly-needed
links, including Computer Related Policies, HIPAA Intellectual Property Guidelines, and Office of Communications Policies
and Procedures, as well as information specifically for students.
Students should be familiar with the School’s Policy and Procedure Memos (PPMs) for Academic Programs and Students.
The PPMs are located on the School’s internal website (“the portal”) at
https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/Pages/default.aspx.
Topics addressed in the School’s Academic Programs:
Academic Programs #1 General Policies Academic Programs #2 School of Advanced International Studies (SAIS)/Bloomberg School of Public Health Dual Degree Program Academic Programs #3 Doctor of Philosophy Degree Academic Programs #4 Doctor of Public Health Degree Academic Programs #5 Doctor of Science Degree Academic Programs #6 Continuing Education Courses Academic Programs #7 Master of Public Health Degree Academic Programs #8 Master of Health Science Degree - Academic Academic Programs #9 Master of Health Science Program for Doctoral Degree Candidates Academic Programs #10 Master of Science Degree Academic Programs #11 Master of Science in Public Health Degree Academic Programs #12 Registration and Acquisition of Course Credits Academic Programs #13 Master of Health Administration Academic Programs #14 Master of Science Degree - Interdivisional Program in Clinical Investigation Academic Programs #15 Doctor of Philosophy (Ph.D.) Degree - Interdivisional Program in Clinical Investigation Academic Programs #16 Master of Health Science Degree - Interdivisional Program in Clinical Investigation Academic Programs #17 Certificate Programs Academic Programs #18 Master of Science Program for Doctoral Degree Candidates Academic Programs #19 Bachelor of Arts/Master Degree Programs Academic Programs #20 Master of Public Policy Degree Academic Programs #21 Master of Bioethics Degree Academic Programs #22 OPAL Degree Academic Programs #23 MAPHB Online Degree
Topics addressed in the School’s Students PPMs include:
PPM Students #1 Academic Ethics
PPM Students #2 Special Student Status: Regular Special Student
PPM Students #3 Special Student Status: Limited Special Students
PPM Students #4 Special Student Status: General Preventive Medicine and Occupational Medicine Residents
PPM Students #5 Postdoctoral Fellows - Policy Guidelines and Procedures
PPM Students #6 Student Conduct Code
PPM Students #7 Student Grievance Procedure
Regulations for PFRH Students 2018-19
2018-2019 PFRH Student Handbook 9
Regulations for PFRH Students
A. Registration Policies
Continuous Registration
Both Master and Doctoral candidates are required to be registered full-time (16 units) each term throughout their
program. Students may register online at https://sis.jhu.edu/sswf/. Please note that the Student Accounts office will impose
a $100 fee for late registration. A student who fails to register for a term or longer will be treated by the Registrar’s Office
as withdrawn from the School. A student may return to the School only upon formal reinstatement by the Department of
PFRH, which may include the need to reapply for the degree program.
Leave of Absence
In the event a student needs to take time from her/his studies due to circumstances beyond their control, a leave of
absence may be requested. Leaves of absence are typically limited to one year except for military service. Students
requiring additional terms of leave beyond one year must apply for additional leave. Students who have had federal
financial aid may be subject to additional restrictions and should check with the Financial Aid Office before extending a
leave of absence beyond two terms. No more than two years of leave may be granted. The department requires that
students requesting an official Leave of Absence (LOA) submit documentation explaining the reason for their LOA along
with their LOA form to the department. The completed form must be submitted to the Registrar’s Office. A fee of $50 per
term is imposed. Students are responsible for payment of this fee. Students needing to file for a LOA should do so prior to
the end of add/drop of the term in which they wish to begin the LOA, although sooner is highly recommended. Failure to
officially file for a LOA or failure to pay the LOA fee is considered a withdrawal from the School.
Students who take an approved LOA must notify the Associate Registrar and the department chair during the term prior to
resuming graduate study. PFRH also requires that prior to their return students contact their advisor so that the advisor is
aware of the return and can help them resume their course of study. Students must contact their advisor at least a month
before their expected return to ensure that plans for their course of study are fully discussed with their advisor and all
needed paper work is submitted to the registrar on a timely basis. Upon return from leave of absence status, students must
register for a minimum of two successive terms before completing their degree program.
B. Satisfactory Academic Progress
PFRH has a rigorous standard for satisfactory academic progress. Students must adhere to the following:
Doctoral students must achieve a cumulative GPA of 3.0 and Master students must achieve a cumulative GPA of
2.75 for all formal course work.
All students must complete program requirements within the time limits published in the designated Academic
Program Policy and Procedure Memorandum (PPM).
C. Unsatisfactory Academic Progress/Cause for Dismissal
A failing grade (F) in two or more courses will be cause for dismissal from the PFRH graduate program. The department will
permit a student to remediate one course failure (F). Any student who fails a course will be monitored closely regarding
academic progress.
Other causes for dismissal from the program include, but are not limited to, the following:
Ethics violation
Failure to pass a re-take examination (Comprehensive, Departmental Oral, Schoolwide Preliminary Oral, and Final
Defense Examinations)
Failure to maintain required GPA and to successfully complete all required courses
Regulations for PFRH Students 2018-19
2018-2019 PFRH Student Handbook 10
D. Departmental Pass/Fail Policy
The following policies are applicable to PFRH students:
For students in the Master’s Programs: PFRH requires Master’s students take all required courses, including
required PFRH focal area courses, for a letter grade. Only elective courses may be taken as Pass/Fail option.
For students in the PhD Program: PFRH requires that doctoral students take all required courses, including
required PFRH focal area and methods courses, for a letter grade. Only elective courses may be taken as Pass/Fail
option.
E. JHSPH Courses Taken Prior to Enrollment in Current Degree Program
Students who previously took a course at the School of Public Health who wish to use the course to fulfill a current
requirement must have received a “B” or better and must have taken the course within the last three years of matriculating
into their current degree program. Students who took these courses as an undergraduate may use the courses to fulfill
course requirements, but may not receive credit for the course to meet the minimum credit requirement for their current
degree program.
F. Course Waiver Policy
Students requesting course waivers must present evidence of prior coursework in the same subject, including, but not
limited to, a syllabus and transcript. No waivers will be granted for courses in which the student received less than a B, or
did not receive a letter grade. If a waiver is granted, another course must be taken as a substitute.
Required PFRH Courses
Students wishing to waive 380.604, Life Course Perspectives on Health, must petition the instructors and show that they
have taken a similar course, demonstrate knowledge of the foundations of a multilevel life course perspective on health,
and demonstrate (e.g. through a past course paper) that they understand how to develop a conceptual framework.
Students wishing to waive Principles of Population Change (380.600) or Demographic Methods for Public Health (380.603)
may do so with the consent of the instructor and with the understanding that they are required to take a higher level
course in the same subject area (e.g., Social and Economic Aspects of Human Fertility (380.655) instead of Principles of
Population Change or Fundamentals of Life Tables (380.650) instead of Demographic Methods for Public Health).
Master’s or doctoral students may petition the Master’s or Doctoral Committee, with consent from their academic advisor,
to substitute a course requirement with another course not listed in the requirements. Students should contact the
Education Office with their request; the Education Office will forward the request to the degree program director. Evidence
of having taken a similar course in a previous graduate program or a rationale for substituting a course must be provided
with the petition. The request will then be reviewed by the degree program committee. The Department’s waiver form can
be found under the PFRH Policies & Forms section.
Required Courses in Other Departments
Students wishing to waive Epidemiologic Inference (340.721) or Epidemiologic Methods (340.751) may do so by contacting
the Academic Coordinator in the Department of Epidemiology, [email protected], at the beginning of the 1st term.
Students may waive Epidemiologic Inference or Epidemiologic Methods only if they have completed a graduate level course
in epidemiology with a grade of B or higher. Students will then need to take the waiver exam and receive a score of 85% or
better on the exam. Students who do not pass the exam must register for the course. Students who receive a waiver for
Epidemiologic Inference must take a higher level course in epidemiologic methods.
The only Biostatistics course that can be waived is Statistical Methods in Public Health (140.621). Students may petition
the Department of Biostatistics for a waiver if they can document and demonstrate that they have previously acquired the
course competencies. The documentation to grant a waiver requires the title of previous courses(s), name of instructor(s),
Regulations for PFRH Students 2018-19
2018-2019 PFRH Student Handbook 11
textbook(s) used, course syllabi, and grade(s) received. After review of this documentation, one or more written waiver
examinations may be required. Students wishing to request a waiver should contact the Academic Coordinator in the
Department of Biostatistics, [email protected], before the start of the 1st term. Doctoral students are required to take the
remainder of the Statistical Methods in Public Health sequence (140.622-624) or Methods in Biostatistics (140.651-654).
Public Health Perspectives on Research (550.861.81) is required of all PhD/ScD, ScM and MHS students enrolled in
academic/advanced study programs. Students may obtain waivers if they have 1) completed an MPH, professional MHS, or
MSPH degree at a domestic institution within the last ten years, 2) enrolled in an MSPH or iDrPH program, or 3) taken and
passed with a B or better graduate-level courses in the five MPH core areas: biostatistics, epidemiology, social and
behavioral sciences, environmental health sciences, and health systems administration. Requests for waivers should be
addressed to Maryann Smith, [email protected].
Doctoral students may petition the Doctoral Committee, with consent of their academic advisor, to waive a particular
course in the PFRH list of Methods Requirements, but it must be replaced with a similar or higher level course. Students
should contact the Education Office with their request; the Education Office will forward the request to the Doctoral
Committee Chair. Evidence of having taken a similar course in a previous graduate program or a rationale for substituting a
course must be provided with the petition. The request will then be reviewed by the Doctoral committee.
G. Student’s Responsibilities Regarding Deadlines
If a student needs to postpone taking an examination or submitting a paper for a PFRH course, the student must make the
request in writing in advance to the course instructor explaining the reason for the request. The ruling made by the
individual faculty member is final about such requests, and there is no appeal process. Original copies of work should be
turned in for assignments. The use of e-mail for turning in work is at the discretion of the instructor. It is the student’s
responsibility to ensure that the appropriate faculty member actually receives her/is work.
H. Special Studies
Special studies provide students with the opportunity for intensive exploration of substantive and methodological issues in
their area of interest, under the supervision of a faculty member. It is expected that doctoral students will begin more
specialized studies after they have completed most course and degree requirements, and are developing and implementing
a research topic for the thesis. A special-studies form must be completed by students and faculty with whom they are
working for special studies that are not taken for development of a doctoral research proposal or to complete the required
MSPH/MHS essay. The form includes the objectives for the special studies and the activities and deliverables undertaken to
meet the objectives along with a timeline and frequency of meetings.
Institutional Review Board Research Project Approval Procedures
2018-19
2018-2019 PFRH Student Handbook 12
Institutional Review Board Research Project Approval Procedures
The Institutional Review board (IRB) of the Bloomberg School of Public Health requires review of all faculty and student
research involving the use of human subjects.
Before beginning contact with either human or animal subjects for research, students, as all researchers, must obtain the
appropriate approval for their projects from either an institutional review board (e.g., the Institutional Review board, IRB)
or the Institutional Animal Care and Use Committee (IACUC). In both cases, the faculty mentor must be involved in this
process in that the protocol for the research project is submitted under the faculty’s name with the student listed as a
student investigator. NO contact can be made with humans, human tissue, human samples or human records without prior
approval of the protocol by the IRB. NO animals can be purchased for the experimentation without an IACUC protocol
approval.
It is important for students to make sure that they are either listed on their mentor’s approved protocol or have obtained
approval for their research protocol, in collaboration with their mentor before starting their research.
Information about the IRB committee can be obtained at the Office for Research Subjects in Suite W1100 in Bloomberg
School of Public Health building. Students who are conducting original and independent research - under the direction of
JHMI faculty advisers - that involves human subjects must have their proposed project approved by this committee.
When students are using data and other information that was developed by a previously approved JHMI or IRB research
project, a copy of the previous IRB approval must be forwarded to the IRB in addition to a plan of how the data are to be
used in secondary data analysis. If the student will be conducting secondary analysis of data from an existing approved
study (refer to IRB list), the student and advisor will complete the IRB short form for approval of a secondary data analysis
of the approved data set. The IRB still needs to review and approve how the student plans to use the data and report the
findings from the analysis of the data.
When the student is using human subjects and data involving the Johns Hopkins Hospital, it is necessary for the student’s
plan to also be approved by the hospital’s Institutional Review Board (JCCI). Guidance as to the proper procedures to follow
in this case can be obtained from the Office for Research Subjects at (410) 955-3193.
For field placement activities outside of JHU, the student’s advisor will review the proposed set of activities to be conducted
during the field placement experience (usually within the first month of work). If it is difficult to distinguish whether the
activities are “practice” or “research”, the student should consult the IRB website about the activities. If necessary after
review of the website, a memo describing the proposed activities should be submitted to the IRB by the student and
advisor for an expedited review. The IRB review process should be completed within two weeks and a decision made as to
whether the proposed activity is “professional practice” or “research project”.
The IRB will advise the student and advisor of their decision and if the scope of the project requires a full IRB application. In
the circumstance that the IRB determines that an MSPH or MHS student is planning to conduct an activity that meets the
criteria for a research project, the IRB will request completion of a full application for submission to the Institutional Review
board. The letter from the IRB and any subsequent communication will be kept in the student’s departmental record.
Authorization must also be obtained from the agency/department sponsoring a field placement for the use and
dissemination of the data and information in question. If the student plans to publish his/her work and/or the work is
conducted as “research”, a full IRB application must be submitted. Guidelines for preparing an application to the
Committee on Human Research are available in Room W1100 and on the IRB website, http://www.jhsph.edu/offices-and-
services/institutional-review-board/.
JHSPH Travel Abroad Policy 2018-19
2018-2019 PFRH Student Handbook 13
JHSPH Travel Abroad Policy
A. Travel Support*
If a current student does not have access to other funding, the department will provide 50% support for one trip
throughout her/is academic program in PFRH (this policy does not apply to presentations after students graduate, even if
the work was completed during their studies):
If a student has a platform presentation at a professional meeting or conference, the department will provide 50%
support up to $500.00.
If a student has a poster presentation at a professional meeting or conference, the department will provide 50%
support up to $300.00.
Prior to travel, a student should send a request via email to Sharon Downes, [email protected], including the travel
dates, destination, and nature of the trip. Travel that is not pre-approved will not be reimbursed.
The funds are matching and will only be reimbursed after travel. No advances will be made. Receipts must be provided for
reimbursement within 15 days of return from travel, and submitted to Sharon Downes in room E4521.
Example: A student travels to New York City for a poster presentation at a professional conference. The costs include
$200.00 for airfare; $25.00 for cab fare; $175.00 for hotel accommodations and $400 for conference registration. The total
expenses are $800.00. The department will pay 50% of $600 - $300.00 (maximum allowed).
* This policy is in effect from September 1, 2018 through August 31, 2019 and is subject to the availability of department
funds.
B. International Travel
The Department and the School require all students who are traveling abroad for academic and/or research purposes to
create a travel registry profile. The School collects this information on an ongoing basis, so that in the case of an emergency
the University knows where individual students are located and how s/he can be reached. To create a Travel Registry
Profile, please visit https://my.jhsph.edu/sites/itr/default.aspx.
To begin preparing for international travel, visit https://my.jhsph.edu/sites/itr/default.aspx. Students with questions should
contact Edna Koimur, Student Accounts Office, at 410-955-5725 or [email protected].
Johns Hopkins University has a 24/7 resource on call, online and even on the ground to help with any medical, security and
logistical questions, concerns and situations that may arise. If you need a medical referral, lose your medication, seek pre-
travel advice or experience a medical or security crisis, Johns Hopkins University has a fully integrated program in place so
you receive the care and expertise that you need, whenever and wherever you need it.
Johns Hopkins University partners with International SOS, the leading medical assistance, international healthcare and
security assistance company. Travel security services are provided by a joint venture of International SOS and Control Risks,
the world's leading security risk management firm. SOS card information can be found at
http://www.jhu.edu/purchasing/travel/intl_sos.pdf.
To obtain a travel insurance card please contact the Risk Management Department at 443-997-8258.
As a graduate student at the Johns Hopkins Bloomberg School of Public Health, you may have an opportunity to
supplement your education or conduct research in another country. These opportunities often enrich the academic
curriculum, contribute to dissertation research, and allow students to apply the knowledge obtained in the classroom to the
world’s communities. While the School encourages participation in these experiences, international tensions can be high.
Therefore, students should seek information on conditions abroad before traveling.
JHSPH Travel Abroad Policy 2018-19
2018-2019 PFRH Student Handbook 14
Any plans for international travel should be carefully considered. Before undertaking any travel, please consult the
Department of State Website at http://travel.state.gov. Information on US embassies, travel advisories, and the availability
of transportation should the situation in a country deteriorate may be found on this site.
If you are traveling to a less developed part of the world, you should be certain to contact your health care provider or the
Johns Hopkins International Travel clinic to learn about recommended immunizations and other matters to guard your
health. Located on the East Baltimore campus, you can reach the International Travel Clinic by telephone at 410-955-8931.
Further information about recommended immunizations and prophylaxis is available at the CDC Website,
http://www.cdc.gov/travel.
Students who travel must complete a Graduate Student Study Release and must leave contact information with the PFRH
Education Office. Copies of the Graduate Student Study Release
(https://my.jhsph.edu/sites/itr/Documents/Graduate_Student_Study_Release_Form_9_Apr_2013.pdf) form may be
obtained online or Student Affairs in suite E1002 of the Wolfe Street Building. In addition, PFRH students must complete the
department’s travel form. A copy of the form can be found at
https://my.jhsph.edu/sites/PFHS/handbook/All%20Students/Traveling%20to%20Countries%20with%20Travel%20Warnings
%20Form%202013.doc.
In addition, when going to and returning from countries that are considered State Department Warning Areas (listed here:
http://travel.state.gov/content/passports/english/alertswarnings.html), travelers must notify department chairs or their
designees. Travelers must notify Associate Dean Ward ([email protected]) before going to CDC Warning Level 3 areas
(i.e., avoid nonessential travel) and upon their return. Current Level 3 areas are Guinea, Liberia and Sierra Leone. Check
http://wwwnc.cdc.gov/travel/notices for an up-to-date list. Students should contact Michael Ward for additional questions
or information.
International students must contact the Office of International Services (OIS) well in advance of any travel to avoid
compliance issues with their visa status. OIS may be contacted at 410-955-3371, or at
http://www.hopkinsmedicine.org/intlsvcs.
The Global Field Research Award supports hands-on public health research and practice related travel costs. All full-time
students in good standing are eligible to apply. Details and application available at
http://www.hopkinsglobalhealth.org/news-events/news/center-for-global-health-awards-85-student-travel-grants/.
PFRH Teaching Assistant Policy 2018-19
2018-2019 PFRH Student Handbook 15
PFRH Teaching Assistant Policy
The Department of Population, Family and Reproductive Health supports full-time graduate students serving in the role of
teaching assistants (TA). The department values the educational and learning experience that students gain through
participating as a TA in addition to providing monetary compensation to them. The department classifies TA positions into 2
levels: 1.0 FTE TA and 0.5 FTE TA. The expectation for time commitment as well as monetary compensation differs for the
two levels. Part-time students are not eligible for TA positions due to FLSA rules.
Information about current TA positions will be sent to students throughout the year. Typically, students should have already
taken the course in order to be a TA. Students wishing to serve as a TA in a course should meet with the course instructor
prior to agreeing to serve as a TA and discuss the nature of the course as well as the faculty member’s expectations. Both
should discuss the responsibilities of the TA as well as the tasks the department deems beyond the scope of the TA to be
sure there are no misunderstandings about roles. The expected number of hours/week as well as preparation needs should
also be addressed. Once a student and faculty member have agreed, they both must sign the TA agreement form; students
submits it to the department’s payroll office.
The number of hours that a TA actually works may vary substantially from course to course, but it is generally expected that
a TA will begin work approximately two weeks prior to the start of the course and continue to work at least 10 days beyond
the last class session or until grades are submitted. 1.0 FTE TA is expected to attend each class session. 0.5 FTE TAs may or
may not be required to attend class sessions.
IMPORTANT:
Effective academic year 2014/2015, incoming PFRH doctoral students are required to TA a first course for academic credit;
which is outlined below. Subsequent TA positions will be paid. For both experiences, the department expects that serving as a
TA will enhance students' educational experiences and better prepare them for careers in public health.
Two to four units of special studies credits will be offered for the first TA experience. One academic credit at the School is
assigned for each 3 hours of special studies or practicum work time per week during an 8-week term (24 total hours per credit
during a term).
TA Payment Scale
(Rate determined at the end of add/drop)
Class Size
1.0 FTE 3 Credit Courses
1.0 FTE 4 Credit Courses
.50 FTE 3 Credit Course
.50 FTE 4 Credit Course
<16 594
16-24 1,188 1,332 594 666
25-40 1,476 1,620 738 810
41-54 1,764 1,908 882 954
>54 Determined on course by course basis
PFRH Policies & Forms 2018-19
2018-2019 PFRH Student Handbook 16
PFRH Policies & Forms
PFRH Degree Requirements Waiver Request
Student Name Degree Program
Advisor Name
Date of Request (MM/DD/YY) Course name and number
Reason for waiver request*
*Please state the reason for the request and provide documentation supporting the waiver request (e.g. syllabus for course
you would like to take instead of required course, reason you need to take course later in program) Identify if alternate
course is proposed, and specify as appropriate.
I understand that this waiver must be approved by my advisor, the program director and Doctoral or Masters Committee.
________________________________ ____________________
Signature of Student Date
_________________________________ ____________________
Signature of Advisor Date
PFRH Degree Requirements Waiver Procedure:
All waiver requests must be submitted on this form to the Education Office. Once approved, documentation of the waiver
will be maintained in the student’s file.
PFRH students may petition the PFRH Doctoral or Masters Committee, with consent of their academic advisor, to waive a
particular course in the PFRH list of requirements, but it must be replaced with a similar or higher level course. Students
should first contact the Education Office with their request once s/he has consent from her or his advisor. The Academic
Program Administrator will forward the request onto the degree program director. Evidence of having taken a similar
course in a previous graduate program or a rationale for substituting a course must be provided with the petition.
Students requesting waivers must present evidence of prior coursework in the same subject, including a syllabus and
transcript. No waivers will be granted for courses in which the student received less than a B. If a waiver is granted, another
course must be taken as substitute.
Please submit this request to the Academic Program Administrator, Gilbert Morgan (E4005)
Office Use Only
Date request received__________________ Departmental or Focal Area requirement_______________________
Approval Date______________________ Student Record updated □
Alternate Course______________________________
PFRH Policies & Forms 2018-19
2018-2019 PFRH Student Handbook 17
Advisor Change Request Form
Date of Request __________________________
Student Name ___________________________
Degree Program _________________________ Focal Area _________________________________
Effective Date: Academic Year ______________ Term _____________________________________
Student Signature ________________________
Primary Advisor ___________________________________________ (Please Print Name)
Signature _______________________________
New Advisor _____________________________________________ (Please Print Name)
*New Co-Advisor___________________________________________ (Please Print Name)
Signature _______________________________
Approval of Change:
Donna Strobino, PhD Vice Chair of Education *If applicable
Please return completed (printed) form to Gilbert Morgan, Academic Program Administrator, E4005
CC: Advisor and Student File
PFRH Policies & Forms 2018-19
2018-2019 PFRH Student Handbook 18
PFRH Special Studies Tracking Form Student Name ____________________________________________ Academic Year ________________ Faculty Name ____________________________________________ Term _______________________ Learning objectives Activities Deliverables Timeline Frequency of faculty-student meetings (e.g., 1 hour every other week) _______________________________
Hours/week of student’s independent effort (beyond faculty-student meetings)_________________________
Number of academic credits in specified term
1 credit = 3 hours/week (combined faculty-student meeting and student’s independent effort)
2 credits = 6 hours/week (combined faculty-student meeting and student’s independent effort)
3 credits = 9 hours/week (combined faculty-student meeting and student’s independent effort)
Other _____________________________________________________________________ Signature of Student________________________________________ Date___________________ Signature of Advisor________________________________________ Date____________________
COMPLETED FORM TO BE SUBMITTED TO ACADEMIC OFFICE (GILBERT MORGAN) AND HOUSED IN STUDENT FILE.
PFRH Policies & Forms 2018-19
2018-2019 PFRH Student Handbook 19
Traveling to Countries with Travel Warnings Form
Student must submit this form if question 3 in the Travel Checklist was marked Yes.
This form must be submitted to Kristen McCormick (master's students) or Gilbert Morgan (doctoral students) along with the International Travel Checklist, the Safety or Evacuation Plan, and photocopies of your passport, health insurance and student ID, at least 2 months before the proposed travel date.
Student’s Full Name: Program Area: Degree:
1. Country of Citizenship:
2. Country and city of Travel:
3. Length of Stay:
4. Address of the nearest U.S. consulate and your country’s consulate, while in this country:
5. Will this trip satisfy a degree requirement (MHS internship, Doctoral Thesis, Doctoral Non-Thesis Related Research)?
__ MSPH Internship __ Other
__ Doctoral Thesis __ No __ Doctoral Non-Thesis related Research
6. Please name the organization and/or faculty member you will be working in this country:
7. List all the cities, towns, and rural areas you will be working in:
8. Does the organization/faculty member have a safety or evacuation plan in place in case of emergencies?
Yes __ No __
If Yes, please include a copy of the safety plan in this form
9. What project will you be working on?
PFRH Policies & Forms 2018-19
2018-2019 PFRH Student Handbook 20
10. What will be your specific duties?
11. Who will be your direct supervisor?
12. What is the address and telephone number of the main office you will be working in?
13. What is your lodging plan while traveling abroad?
14. Provide justification for working in this specific country
Student’s Signature Date:
For Advisor or Faculty member responsible only:
I have no issues or concerns with this student’s travel
I have concerns regarding this student’s travel
Please comment on any aspects of the project you would like the committee to consider when reviewing this form
Advisor/Faculty’s Signature Date:
PART II – MASTERS STUDENTS
HANDBOOK
MSPH Program Overview 2018-19
2018-2019 PFRH Student Handbook 22
MSPH Program Overview
This section of the PFRH handbook describes the program of study for MSPH students. It is based on the competencies for
the program shown in the following section. All PFRH MSPH students should have a fundamental understanding of life
course perspectives on health, population dynamics or methods, statistical methods and their application, epidemiology,
research ethics, management, environmental health and a broad prospective about public health practice or research in
addition to having expertise in a particular focal area.
During the program, students are required to:
Successfully complete department and schoolwide course requirements
Two (2) core PFRH course requirements, including Life Course Perspectives on Health (380.604 or 380.604.81) and either Principles of Population Change (380.600) or Demographic Methods for Public Health (380.603 or 380.603.81)
Three (3) focal area course requirements
Epidemiologic Inference I (340.721.60)
Statistical Reasoning (140.611-612) or Statistical Methods in Public Health (140.621-623)
Three (3) units of Research Ethics as well as Academic and Research Ethics (550.860)
A minimum of 128 academic units, including 16 units minimum each term to be considered full-time student. (During the field placement in the 5th and 6th terms of the program, students will earn 16 units each term). A waiver may be granted upon certain circumstances to take 15 credits during a term for up to two terms. A written request must be sent to the program director, Dr. Kristin Mmari, prior to registration for each term for which a waiver is requested.
A grade point average (GPA) of 2.75 or higher in all course work in order to be in good academic standing
Successfully complete the MSPH Field Placement*
Successfully complete the culminating MSPH essay and presentation
Details about course requirements and guidelines for the field placement and the essay and presentation are described in
the next sections of this handbook.
PFRH Policies Regarding Academic Requirements
The Director of the Masters Programs and Academic Program Coordinator review and credential the academic progress of
all Masters students at the end of each term. A Course Selection and Tracking Form summarizing the student’s progress are
provided to the advisor and student immediately after the review. The tracking form notes if a student is making
satisfactory progress as well as whether a first-year student is fulfilling coursework required to undertake a field placement.
If a student is not showing satisfactory progress, then the student and advisor are required to meet and provide a formal
letter to the Director of the Masters Programs indicating how the student will meet the necessary academic standards. For
a description of satisfactory academic progress, see the section of this handbook “Regulations for PFRH Students.”
A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a
second attempt to satisfactorily complete the core requirement either by repeating the same course or by completing
another course that meets the same core requirement (if available).
If an MSPH student cannot meet the above academic standards, a formal letter requesting remediation may be submitted
by the PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for students
demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Vice
Chair of Education and Chair of PFRH.
*Students currently cannot conduct externship activities in Kansas, Kentucky, Missouri, North Carolina, New Hampshire,
Ohio, or Oregon. For additional information, please contact a program representative. JHSPH externship activities include:
Practicum, Internship, Field Placement, Administrative residency Research Project, Clinical Rotations, Research Hours, or
Apprenticeship.
MSPH Program Competencies 2018-19
2018-2019 PFRH Student Handbook 23
MSPH Program Competencies
Department Competencies
All PFRH masters students must attain proficiency in four competencies:
1. Applying selected frameworks to understand population health problems, including a multiple determinants
framework for the health of populations across the life course.
2. Identifying and assessing the causes and consequences of population change using demographic methods.
3. Applying statistical and epidemiological methods to address the health of populations.
4. Applying ethical concepts and tools to population health research and practice.
Degree Program Competencies
All PFRH MSPH students must attain proficiency in the following four MSPH-specific competencies:
1. Identifying and assessing how environmental factors influence population health.
2. Critically evaluating strategies to promote population health (including policies and programs).
3. Identifying, synthesizing and applying evidence-based public health research theory from a broad range of
disciplines and health-related data sources for problem-solving and to advance programs, policies, systems, and
research in promoting population health.
4. Translating and communicating research findings or concepts to relevant stakeholders in essay of publishable
quality.
Focal Area Competencies
All PFRH masters students must attain proficiency in three competencies in their selected PFRH focal area:
1. Assessing the principal health concerns for the populations relevant to the focal area, the associated population-
based risk factors, and the relative impact of each risk factor.
2. Evaluating strategies to promote population health, including health services and systems delivery strategies used
to address health concerns in the relevant populations.
3. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant
populations.
MSPH Course Requirements: Department and Schoolwide 2018-19
2018-2019 PFRH Student Handbook 24
MSPH Course Requirements: Department and Schoolwide
The following tables outline the Core PFRH course requirements, followed by courses required by the School for
professional Masters programs.
CORE DEPARTMENT REQUIREMENTS
Course Number Course Name Units Term
Students must take the following
380.604 OR Life Course Perspectives on Health1 4 1
380.604.81 Life Course Perspectives on Health1 4 2
Students must take one of the following
380.600 Principles of Population Change2 4 2
380.603.01 OR Demographic Methods for Public Health 4 2
380.603.81 Demographic Methods for Public Health 4 3
1Fulfills Schoolwide social and behavioral sciences requirement. 2Please note that if Principles of Population Change is taken to fulfill the Core Department requirement, it CANNOT also be counted toward a focal area requirement
SCHOOWIDE QUANTITATIVE REQUIREMENTS
Course Number Course Name Units Term
340.721 OR Epidemiologic Inference I 5 1
340.721.81 Epidemiologic Inference I 5 3
Choose either 140.611-612 or 140.621-6231
140.611 OR Statistical Reasoning in Public Health I2 3 1
140.611.81 Statistical Reasoning in Public Health I2 3 1
140.612 OR Statistical Reasoning in Public Health II 3 2
140.612.81 Statistical Reasoning in Public Health II 3 2
140.621 Statistical Methods in Public Health I3 4 1
140.622 Statistical Methods in Public Health II 4 2
140.623 Statistical Methods in Public Health III 4 3
140.624 Statistical Methods in Public Health IV 4 4
1Students with a working knowledge of calculus and linear algebra may elect to take the 140.651-654 Methods in Biostatistics I-IV series. This series presents statistical methods for advanced students and requires knowledge of calculus/linear algebra. 2Provides conceptual understanding of statistical ideas and methods; limited calculations.
3Covers statistical concepts and calculations for data analysis; develops statistical computing skills.
MSPH Course Requirements: Department and Schoolwide 2018-19
2018-2019 PFRH Student Handbook 25
SCHOOLWIDE ENVIRONMENTAL HEALTH REQUIREMENTS
Course Number Course Name Units Term
Choose one of the following
180.611 Global Environment and Public Health 4 1
180.629 Environmental and Occupational Health Law and Policy 4 3
180.660 Introductory Principles of Environmental Health 3 3
180.601.81 Environmental Health* 5 3
*This course also offered during Summer and Summer Institute.
SCHOOLWIDE RESEARCH ETHICS REQUIREMENTS
Course Number Course Name Units Term
Students must take the following
550.860.82 Academic and Research Ethics 0 1
Choose a minimum of 3 units
306.663 Legal and Ethical Issues in Health Services Management 3 4
306.665 Research, Ethics and Integrity: US and International Issues 3 3
550.600 Responsible Conduct of Research 1 1
221.616.01 OR Ethics of Public Health Practice in Developing Countries 2 4
221.616.81 Ethics of Public Health Practice in Developing Countries 2 4
306.625.01 Ethical Issues in Health Policy: Public Health and Health Care 3 2
SCHOOLWIDE MANAGEMENT REQUIREMENTS1
Course Number Course Name Units Term
Choose one of the following
380.624 OR Maternal and Child Health Legislation and Programs2 4 2
380.624.81 Maternal and Child Health Legislation and Programs2 4 2
380.665 Family Planning Policies and Programs2 4 3
1Although several courses offered in other departments may fulfill the management requirement students must petition the Masters Committee with the consent of your advisor to take an alternative. 2Please note that if you take MCH Legislation and Programs or Family Planning Policies and Programs to fulfill your Management requirement, it CANNOT also be counted toward a focal area requirement.
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 26
MSPH Course Requirements: PFRH Focal Area
Students must take a minimum of three required courses from one of the department’s focal areas. The courses fulfilling
these requirements must be taken in addition to departmental or schoolwide course requirements. The current focal areas
for students include the following:
Adolescent Health
Child Health
Maternal, Fetal and Perinatal Health
Population and Health
Sexual and Reproductive Health
Women’s Health
If students choose to complete a second focal area, courses may be counted for both the primary and secondary focal
areas, but three courses must be completed in the primary focal area before undertaking the MSPH field placement.
Students cannot use courses that are taken for the management requirement to meet the focal area requirements. The
department encourages students to select electives within their focal area or from other focal areas to enhance the breadth
and depth of understanding in their chosen area of interest. Focal areas and eligible courses are listed in the following
tables in alphabetical order. Please note when planning course selection if a course is cancelled for academic year 2018-19;
cancelled courses have two asterisks.
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 27
ADOLESCENT HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.623.81 Adolescent Health and Development 3 3
380.747.81 International Adolescent Health 3 4
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.665 Family Planning Policies and Programs* 4 3
380.625 Attitudes, Programs and Policies for
Children with Special Healthcare Needs
3 3
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
380.725 The Social Context of Adolescent Health and Development 3 4
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.721 Schools and Health 3 4
380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2
380.762 HIV Infection in Women, Children and Adolescents 4 4
380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
Population Health Promotion and Health Services and Systems Delivery Strategies
380.747 International Adolescent Health 3 4
380.623.81 Adolescent Health and Development 3 3
380.771 Understanding and Changing International Reproductive Health Policy 3 4
380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
410.657 Community Strategies for Sexual Risk Reduction 3 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.665 Family Planning Policies and Programs 4 3
380.721 Schools and Health 3 4
380.625
Attitudes, Programs and Policies for
Children with Special Healthcare Needs
3 3
Frameworks for Evaluating Principal Health Concerns
380.749 Adolescent. Sexual and Reproductive Health 3 4
380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement.
You must choose two separate courses; one to fulfill each requirement.
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 28
CHILD HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.616 Child Health Epidemiology 3 4
380.625 Attitudes, Programs & Policies Children w Special Health Care Needs 3 3
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.661 Clinical Aspects of Maternal and Neonatal Health 3 3
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.642.81 Child Health and Development** 3 2
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
Electives
Course Number Course Name Units Term
Principal Health Concerns
223.663 Infectious Diseases and Child Survival 3 3
380.640 Children in Crisis 3 3
330.640.01 Childhood Victimization: A Public Health Perspective 3 4
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.762.81 HIV Infection in Women, Children & Adolescents 4 4
221.627 Issues in the Reduction of Maternal & Neonatal Mortality in Low Income Countries
4 2
Population Health Promotion and Health Services and Systems Delivery Strategies
380.625 Attitudes, Programs & Policies For Children with Special Health Care Needs 3 3
380.740.81 Nutrition Programs, Policies, Politics in the United States: The Impact on Maternal, Child and Family Health
3 2
380.742 Family Health, Public Health and Policy 3 4
380.762.81 HIV Infection in Women, Children and Adolescents 4 4
380.765
Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.640 Children in Crisis 3 3
223.663 Infectious Diseases and Child Survival 3 3
330.640 Childhood Victimization: A Public Health Perspective 3 4
380.721 Schools and Health 3 4
380.661 Clinical Aspects of Maternal and Neonatal Health 3 3
Frameworks for Evaluating Principal Health Concerns
380.640 Children in Crisis 3 3
380.623.81 Adolescent Health and Development 3 3
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
410.752 Children, Media and Health 3 3
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement. **Cancelled for Academic Year 18-19
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 29
MATERNAL, FETAL AND PERINATAL HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Students must take the following)
380.664 Reproductive and Perinatal Epidemiology 4 4
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.661 Clinical Aspects of Maternal and Newborn Health 3 3
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.662
Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
Population Health Promotion and Health Services and Systems Delivery Strategies
380.661 Clinical Aspects of Maternal and Newborn Health 3 3
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.740.81 Nutrition Programs, Policy and Politics in the United States: the Impact On Maternal, Child and Family Health
3 2
Frameworks for Evaluating Principal Health Concerns
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
**Cancelled for Academic Year 18-19
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 30
POPULATION AND HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.750 Migration & Health: Concepts Rates and Relationships 3 3
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.665 Family Planning Policies and Programs* 4 3
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
221.646 Health Systems in Low and Middle Income Countries 2 3
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.750 Migration & Health Concepts Rates and Relationships 3 3
380.600 Principles of Population Change# 4 2
380.756 Poverty, Economic Development and Health*** 4 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.635 Urban Health in Contemporary America 4 4
380.664 Reproductive and Perinatal Epidemiology 4 4
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.767 Couples and Reproductive Health 3 1
Population Health Promotion and Health Services and Systems Delivery Strategies
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
221.646.81 Health Systems in Low and Middle Income Countries 3 2
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.760 Clinical Aspects of Reproductive Health 3 3
Frameworks for Evaluating Principal Health Concerns
380.767 Couples and Reproductive Health 3 1
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
***Course offered every other year.
**Cancelled for Academic Year 18-19 #This course cannot be used to fulfill both the PFRH Core Course requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 31
SEXUAL AND REPRODUCTIVE HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Select the following)
380.664 Reproductive and Perinatal Epidemiology 4 4
Population Health Promotion and Health Services and Systems Delivery (Choose 1)
380.665 Family Planning Policies and Programs* 4 3
380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.771 Understanding and Changing International Reproductive Health Policy 3 4
Frameworks for Evaluating Principal Health Concerns (Choose 1)
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
380.655. Social and Economic Aspects of Human Fertility** 4 1
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond 2 2
380.749 Adolescent Sexual and Reproductive Health 3 4
380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
380.762.81 HIV infection in women, children and adolescents 4 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.623.81 Adolescent Health and Development 3 3
Population Health Promotion and Health Services and Systems Delivery Strategies
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.667 Women’s Health policy 3 4
380.768.81 Selected Topics in Women’s Health and Women’s Health Policy 4 1
410.657 Community Strategies for Sexual Risk Reduction 3 4
Frameworks for Evaluating Principal Health Concerns
380.767 Couples and Reproductive Health 3 1
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
***The on-site option will be offered only if there is adequate student enrollment in the course.
**Cancelled for Academic Year 18-19
MSPH Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 32
W0MEN’S HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.666 Women’s Health 3 3
380.668 International Perspectives on Gender Women and Health 3 4
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.667 Women’s Health Policy 3 4
380.760 Clinical Aspects of Reproductive Health 3 3
Frameworks for Evaluating Principal Health Concerns (Select the following)
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.664 Reproductive and Perinatal Epidemiology 4 4
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.762.81 HIV Infection in Women, Children & Adolescents 4 4
Population Health Promotion and Health Services and Systems Delivery Strategies
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.665 Family Planning Programs and Policies 4 3
Frameworks for Evaluating Principal Health Concerns
380.666 Women’s Health 3 3
380.667 Women’s Health Policy 3 4
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
MSPH Field Placement Guidelines 2018-19
2018-2019 PFRH Student Handbook 33
MSPH Field Placement Guidelines
The field placement is an integral part of the MSPH Program in the Department of Population, Family and Reproductive
Health. It provides an opportunity for the student to enhance his/her educational experience by integrating basic
understanding of concepts, methods, and skills developed during the first year of the MSPH academic program with the
experience of full-time work in an appropriate practice setting. It also provides the opportunity to successfully complete a
specified activity and/or product as stated in the field placement objectives.
MSPH students are required to complete a two-term field placement for a minimum of 4 months full-time, or no less than
680 full time work hours. Students must be in good academic standing and have completed PFRH and other Core courses
and PFRH Focal Area requirements to proceed to the field placement portion of the program.
During terms 5 and 6 of the program, students will register for PFRH Field Placement (380.810) for 16 credits each term.
Students are expected to be on campus in the 7th and 8th terms of their academic program when they take courses and
complete their culminating Master’s Essay and Presentation. Students who wish to extend their field placement must
petition the Masters Committee for approval.
Details about the field placement are described in the following pages as well as on the MSPH CoursePlus site. The Work
Agreement for the Field Placement must be submitted before the Field Placement begins.
Structure of the Field Placement
Timing and Hours
The field placement may begin after May of the first program year, and is usually completed on or before the end of Term 2
of the second year. The duration of the placement should be a minimum of four (4) months or 680 full time work hours.
This time includes any holidays which are normally observed by the field placement sponsor. To comply with the School’s
academic calendar, a four-month field placement should begin no later than August 1st.
Compensation
The student is expected to function as a productive staff member throughout the field placement. While it is considered to
be equitable for the student to be properly compensated for his/her contribution in the form of a salary, stipend, or other
such financial support, not all field placements are paid positions.
International Placements
If the field placement is outside the U.S., a Graduate Student Study Release form must be completed and submitted to the
Academic Coordinator. Students should also consult the section on International Travel in Part I of this handbook for further
requirements about international travel.
Arranging the Placement
The process of arranging the field placement will vary; however, arrangements will be considered formalized when:
A Work Agreement has been completed and signed by the student, academic advisor and preceptor.
All arrangements associated with compensation have been agreed on by all principals involved, and contracts
pursuant thereto have been completed and filed with the proper financial offices and office.
Selection of the Field Placement Site
Students can seek a field placement in many different types of health and/or welfare organizations. These may include
national and state program offices, nonprofit voluntary organizations, or public as well as private agencies with a public
health or population focus. The field placement can be domestic, international, or both. Field placement opportunities can
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be found by searching the PFRH MSPH 1st Year Cohort site on CoursePlus, which includes several possible and available
field placement opportunities as well as on the my.jhsph website.
Field placements on the my.jhsph website are organized by domestic and international locations, and by specific location. If
a student has a clear sense of where s/he would like to do the field placement, s/he can click on the location and see the
various field placements associated with the location. If students are less clear about location for their field placement(s),
another starting point is the Popular Field Placements list of previous field placements that have received positive feedback
from students.
Another way of finding a field placement is to speak with faculty who share common interests. Some former students have
found field placements by working on research projects with a faculty member from the School of Public Health or School
of Medicine. Getting advice and assistance from an academic advisor is another useful way of finding opportunities for field
placements.
Regardless of how you find your field placement, the following minimum criteria should be followed:
The preceptor has the time and inclination to supervise the student to facilitate a meaningful learning and work
experience;
The activities and final product are clearly defined;
Adequate support, supplies, and space are provided for the student; and
A Work Agreement is signed by preceptor and submitted to the MSPH CoursePlus site.
Student Responsibilities
Students are expected to take an active role in identifying potential field placement opportunities. This approach is
important, as it also prepares students for acquiring skills needed to obtain a job after they graduate. Students should
ensure that their resumes or curriculum vitae is updated and may also be required to write a cover letter to the
organization and describe the skills they can offer to the organization. Students are expected to show a high level of
professionalism when communicating with potential preceptors and discussing the potential scope of work for the field
placement. Students must complete a Work Agreement with their preceptor and approval from their Academic Advisor
before the beginning of the Field Placement. During the course of securing and working on the field placement, students
need to be in regular contact with their faculty advisor. The Field Placement Coordinator and the MSPH Academic Program
Coordinator also need to be informed about plans a student has for securing a field placement. To receive credit for the
field placement, students must submit a Work Agreement to the MSPH CoursePlus website. Upon completion of the field
placement, each student must prepare a brief, but concise, evaluation of the field placement. The student evaluation form
can be found on the PFRH MSPH 2nd Year Cohort site on CoursePlus.
If a student plans to either analyze or collect data as part of the field placement, please consult the IRB Website and discuss
related matters with their advisors.
Field Placement Preceptor
The preceptor supervises the student’s progress in completing all goals, objectives, and associated activities throughout the
field placement. In addition, the preceptor needs to be available to meet with the student on a regular basis and, when
necessary, advise the MSPH Program Director, Dr. Kristin Mmari ([email protected]), of any problems that may arise. The
preceptor is required to submit a performance form at the completion of the field placement. Copies of all forms can be
found on the PFRH MSPH 2nd Year Cohort site on CoursePlus:
https://courseplus.jhu.edu/core/index.cfm/go/ol:library.viewAll/coid/7100/.
Faculty Advisor
The faculty advisor may be the primary contact to help identify potential field placement sites. Other faculty and the MSPH
Academic Program Coordinator are also available to consult on additional recommendations. The faculty advisor approves
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the decision about the most appropriate field placement experience for his/her advisee. The advisor confers as needed with
both the student and the preceptor during the field placement.
PFRH Field Placement Coordinator
The PFRH Field Placement Coordinator is available to discuss the type of field placement of interest to the student and to
help locate appropriate field placement opportunities. Meeting with the field placement coordinator is particularly
important if the faculty advisor does not have contacts within the student’s area of interest. In addition, the field placement
coordinator can assist students in completing the necessary paperwork and advise them of outside funding sources and
deadlines.
Forms for Field Placement
All of the forms that are required to undertake the field placement can be found under PFRH MSPH 2nd Year Cohort site on
CoursePlus. These include:
Student Forms
Work Agreement (need a signature from preceptor as well)
Student Field Placement Evaluation Report (this needs to be completed after each field placement)
Student Evaluation of Preceptor
Preceptor Form
Preceptor Evaluation of Student
The Work Agreement
The Work Agreement is the form needed to confirm a field placement; it must be submitted before the field placement
begins. It includes important information, including the student’s contact information, the contact information of the
preceptor, and a list of tasks (referred to as ‘work objectives’) that the student is expected to perform as part of the field
placement. It is important that students carefully define the work objectives, keeping in mind feasibility and realistic
expectations. The table below illustrates examples of “well specified” work objectives and work objectives that vague or
poorly specified and need to be rephrased:
“Well specified” work objectives “Vague or poorly specified” work objectives
Assist in the development of field guides for data collection for program evaluation (20%)
Complete data collection activities (30%)
Contribute to writing of the baseline report (33%) Write manuscripts based on analyzed data (30%)
Assist in data analysis by entering and cleaning data (25%) and performing univariate and bivariate analyses (40%)
Conduct all data analyses for the project (25%)
“Well specified” work objectives describe realistic objectives that are feasible within the time frame of a typical field
placement. They also do not over-commit students to a certain task, unlike those found under the ‘vague or poorly
specified’ work objectives. Avoid using terms and phrases such as ‘complete all’ or ‘conduct all’ – as these phrases may
create unrealistic expectations, which if not met, may result in poor evaluations. The percentage of time for a given
objective also should be realistic; for example, the tasks listed as vague or poorly specified can be very time-consuming;
time spent on the task should be clearly in line with the ability to complete them.
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To ensure the work agreement is realistic and feasible, students are expected to discuss their work agreements with their
advisors and/or the academic coordinator as well as the Field Placement Coordinator.
Confirming the Field Placement
If you are considering more than one opportunity, inform the contact person at each site about when you will let
them know of your decision; there may be others waiting for the same opportunity.
After you have informed an organization that you have decided not to work with them, send a letter thanking
them for their time. If your first choice falls through for some reason, you may have another option.
For the placement you select, send a letter to the individuals with whom you will be working thanking them for
their time, conveying your enthusiasm for their field placement offer, and indicating that you will speak with your
advisor and be in touch with them about the next steps in setting up the field placement.
After speaking with your advisor, send a letter to your preceptor reviewing the steps in finalizing the field
placement. The next step is theirs. It is helpful to include a sample Work Agreement form so the preceptor knows
the general guidelines and parameters. The objective is to assure that both the student and preceptor have the
same understanding of the scope of work. This up-front negotiation with written confirmation avoids later
problems. This approach also demonstrates that you are well organized, focused, and follow through on tasks.
The letter can include a draft of your objectives for the field placement. Sharing the objectives will avoid
misunderstanding of your proposed contribution, and how you expect to benefit from the experience.
The letter should include a writing sample, if applicable and if you have not yet provided one, and a detailed
description of the MSPH Field placement, including Preceptor Evaluation Guidelines for the MSPH field
placement. As noted above, students are required to submit a signed Work Agreement Form before beginning the
field placement (sometimes called a “contract”). When the work objectives have been completed and agreed on,
prepare and sign 2 copies of the Work Agreement to the preceptor for signature. The preceptor should retain
one copy and the other copy must be uploaded to CoursePlus or sent to the Academic Program Coordinator, via
email, or fax (410)-955-2303 for your file
If you sign a contract with an organization, it represents the official documentation that you have agreed on the
scope of work with the organization, and, therefore, must abide with the terms of the contract. If you are not sure
about signing such a document, it is critical that you speak to either your academic advisor, the Director of the
MSPH program, the MSPH Academic Program Coordinator, or the Field Placement Coordinator for further
assistance.
During the Field Placement
Maintain regular contact with your faculty advisor. S/he is a valuable resource for information and guidance
throughout your degree program;
If you are having difficulties with your field placement it is important to express your concerns to your faculty
advisor or field placement coordinator, Dr. Susan Gross ([email protected]), to assure that your field placement is a
successful and positive experience;
If you are offered an extension for your field placement that would extend past winter break you must petition the
MSPH Committee for an extension (see the Petition to Extend Field Placement Policy).
After the Field Placement
Returning second-year MSPH are invited to share their experiences about their field placements in informal small
group discussions during the 3rd term quarterly lunch for first-year MSPH students. This valuable information can
help first-year students navigate the process for identifying field placements.
You must complete a Field Placement Evaluation– this brief narrative (no more than 2 pages) should describe: 1)
key strengths of the field placement; 2) weaknesses or challenges encountered; and 3) whether the field
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placement should be recommended to future MSPH students. Students can submit this report in the Dropbox
labeled “Field Placement Evaluation” in the 2nd year CoursePlus site.
Petition to Extend Field Placement
Under special circumstances, an extension may be granted by the Masters Committee to a student for an existing field
placement as a special studies course (380.810). Students must write a formal petition for an extension to the Masters
Committee before the end of 2nd term (term 6) of the second year. The petition must include:
A description about how the extension will enable the student to attain his/her academic objectives beyond
coursework already completed or additional coursework in the 7th and 8th terms of study; students often use the
last two terms as an opportunity to take courses to further enhance skills they found lacking during their field
placement
The specific objectives of the extension and the additional skills that will be gained;
Confirmation of advisor support; and
A statement indicating the intention to return to campus for MSPH Presentation and to complete MSPH Essay in
adherence with MSPH program guidelines
Students can email the petition to the Academic Program Coordinator with the student’s academic advisor copied on the
email. No petition will be approved if it is submitted after the end of the 2nd term.
For More Information
For more information about the MSPH field placement program, please contact:
Academic Program Coordinator
Department of Population, Family and Reproductive Health
Johns Hopkins Bloomberg School of Public Health
615 N. Wolfe Street, E4014
Baltimore, MD 21205
Phone: 410-955-1116
Fax: 410-955-2303
Field Placement Deadlines
TASKS/ASSIGNMENTS DUE DATE
Submit work agreement for each field placement May 17, 2019
Register for 380.810 Field Placement PFRH (16 credits for 1st and 2nd terms of second year) June 3, 3019
Submit Student Field Placement Evaluation Form, Preceptor Evaluation of Student Form, and Student Evaluation of Preceptor Form for each field placement
January 6, 2020
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MSPH Essay and Presentation Guidelines
The Master’s Essay is a requirement for graduation from the MSPH program in the Department of Population, Family, and
Reproductive Health. The goal of the essay is for students to apply the skills and knowledge they have acquired during their
academic program to a public health problem or concern of interest to them. In addition to the written essay, students
must give a 10-minute public presentation about the content of their essay.
Students should begin thinking about essay topics and format at the end of the first academic year, and should have
identified a topic before completing their field placement. During Terms 7 and 8 of the program, students register for
Special Studies and Research in PFRH: Master’s Essay/Presentation (380.840), designating their First Reader as the
instructor. Guidelines for credit hours are as follows:
Term 7: 3-6 units
Term 8: 3-5 units
Students need to take a minimum of 3 units of special studies
If taking more than 3 units student must meet weekly with their 1st reader
The following sections provide detailed guidelines about the essay and presentation. The MSPH CoursePlus website has
further details about the process.
Essay Readers
Students must have a minimum of two readers for their essay. The following guidelines must be applied:
The students’ primary reader must be PRFH faculty;
The students’ advisor must be one of the readers;
The students’ second reader, if not their advisor, must have a primary or joint appointment at JHSPH; and
A third reader at the agency or organization where the field placement took place is required if the student is using
project data or if the essay is used for project purposes.
Responsibilities of Students and Readers
Primary Reader
The primary reader has the overall responsibility of working with the student on the essay from the outline to the final
draft, and on preparation for the presentation. He/she must be identified as the instructor for the special studies course for
the Masters Essay (380.840) in the 7th and 8th terms. The primary reader also may nominate the student’s essay for a
distinction award if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and
essay drafts to the primary reader by the following key dates to obtain timely feedback. The dates are:
November 15, 2019 (receipt of essay topic)
December 16, 2019 (receipt of student’s draft outline)
January 6, 2020 (receipt of student’s final essay outline)
February 3, 2020 (receipt of student’s first draft)
March 9, 2020 (receipt of student’s final draft for final edits)
April 6, 2020 (receipt of student’s final essay with incorporated edits)
April 13, 2020 (reader approval forms signed from both first and second readers)
One week prior to scheduled presentation (PowerPoint presentation)
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Second Reader
The second reader provides additional comments to the student about essay drafts. Typically, second readers provide their
feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary
reader. The student is expected to incorporate feedback from both the primary and second reader in the final essay.
Second readers must also provide approval for the final essay. Key dates for a second reader are the following:
March 9, 2020 (receipt of student’s final draft for final edits)
April 6, 2020 (receipt of student’s final essay with incorporated edits)
April 13, 2020 (reader approval form signed)
Third Reader
The third reader may also provide comments on the essay at any stage. If the third reader is outside the department,
students are strongly advised to discuss the roles and responsibilities of the third reader with their first reader. Third
readers do not need to provide final approval for the essay.
The essay must meet the standards required by faculty of the school. However, if the student is using data affiliated with
the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss
when feedback will be given to the student from the reader.
Choosing a Topic and Format for the Essay
In addition to selecting a topic, students may select one of five formats for the essay:
Research Report
Analysis of a Public Health Problem or Legislation Position Paper
Structured Literature Review
Evaluation of a Program/Project
Research Proposal
Many students link the essay topic to their Field Placement experience, although it is not a requirement that they do so. For
example, students’ work on a literature review or a research project as part of their Field Placement may serve as a basis for
developing the essay. The essay must represent work completed, for example on a research project, in addition to that
completed during the Field Placement. Regardless of whether the topic is based on their Field Placement, students must
focus on a public health concern or problem, which may or may not be in their focal area. Details on the expectations of the
essay are given during the 3rd MSPH quarterly luncheon.
The student and his/her advisor must verify the knowledge and skills required for the selected essay format (see Essay
Topic Form); for example, students conducting a systematic literature review for their essay must have taken a related
course or work with a primary reader with methodological expertise in systematic reviews.
Steps to Complete the Essay
Step 1: Identify topic, format, and readers
Students should identify a primary reader whose research interests and expertise are in the topic area or methodology for
the essay. Academic advisors must serve as a reader, but do not need to be the primary reader. Advisors can serve as a
useful resource for discussing potential topics of interest and providing referrals to other faculty members in the
department whose expertise better matches the proposed topic of the essay. Other resources for identifying potential
primary readers are the Masters Committee Director and Associate Director, academic coordinators, Department website,
and school faculty directory.
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Step 2: Discuss roles and responsibilities with readers
Once readers have been identified, all students should have a conversation with their readers so that each knows his/her
responsibility for the essay. This discussion is especially important for readers who are outside PFRH and especially for third
readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In
general, readers should be given at least a week at a minimum to provide feedback to students. Additionally, while not
required, the student and readers should discuss plans to publish the essay and the order of authors for the publication.
Separate guidelines regarding authorship will be provided to the students.
Step 3: Determine Whether Essay Involves ‘Human Subjects Research’
What is ‘human subjects research’?
“Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or
answer a scientific question. This activity can include secondary data analysis and research involving direct contact with
subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with human
subjects’ data or samples and before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is
charged with assuring that human subjects research studies conducted in the School comply with internal school policies
and external regulations designed to protect human subjects.
For the purposes of the essay, after students have identified the data source(s) for their research, they should complete the
online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or
documenting existing approval.
For additional questions about the IRB process, please visit: https://www.jhsph.edu/offices-and-services/institutional-
review-board/faqs-by-topic/
Step 4: Submit the Essay Topic Form
After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the
student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the
needed skills and knowledge to complete the essay. For example, if a student decides to conduct an evaluation of a project
or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior
experience conducting an evaluation (formats listed under “MSPH Essay and Presentation Guidelines" section). Students
also must indicate whether IRB approval is needed for the essay.
Step 5: Register for 380.840 in PFRH
Students should register for 3 to 6 units of special studies with their primary reader using course number 380.840 in the 7th
term and 3 to 5 units in the 8th term.
Step 6: Submit Outline of Essay to Primary Reader
Students must submit an outline of the essay to their primary reader by the required deadline. The outline should contain
all major headings and sub-headings of the particular essay format, with bulleted text on the content of each section.
Primary readers must be given at least 1 week to provide feedback to the student on the outline.
Step 7: Submit First Draft of Essay to Primary Reader
Students must submit a complete draft of their essay to the primary reader by the required deadline. The primary reader
should ensure that the draft contains all necessary elements of the essay in the standardized format. Primary readers
should provide feedback to the student within 2 weeks of receiving the draft essay.
Note: Students partnering with an organization that is expecting a report may need to write two separate documents in
order to meet the expectations of the department’s essay.
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Step 8: Submit Second Draft of Essay to Primary and Secondary Readers
Second drafts must be reviewed by both the primary and second readers for final edits and recommendations. Both readers
should provide feedback to the student within 2 weeks of receiving the second draft. Students should submit a second draft
in a timely manner and of reasonable quality in order for faculty to complete their review and provide comments to them in
a timely manner. Students must incorporate comments from each reader in their final draft.
Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval
Students must submit the final draft of their essay to both primary and secondary readers for approval and submission to
the Academic Office. Both readers must also submit the Reader Approval Form for the essay directly to the Academic
Office. If the essay is not approved by both readers by the deadline, students may not participate in the oral presentation
and may be in jeopardy of not graduating.
Step 10: Oral Presentation of Essay
Each student is required to present his/her essay in a 10 minute PowerPoint presentation at a public seminar before the
end of the 8th term. The student’s advisor is expected to review draft presentations prior to a practice session. A practice
session will be scheduled approximately one week prior to the public seminar with input from doctoral students in the
department. No video clips are allowed in the presentation.
Before students can present their Masters Essay, they must meet these conditions:
Any existing incompletes in coursework must be rectified, with confirmation by the student’s advisor and academic
coordinator,
The essay has received final approval from first and second readers,
All slides have been approved by the primary reader.
Failure to meet any of these conditions before the time of presentation will result in postponement of graduation.
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Master’s Essay Deadlines
In preparation for completion of the Master’s essay and presentation, students should contact their advisor and/or their
primary reader no later than the 6th term to discuss the essay topic and format. Master’s Essays are due early in the 8th
Term. Students should begin work on their paper no later than the start of 7th term, preferably before the term begins, and
complete it early in the 8th term (see deadlines below). Students should begin to consider essay topics and format during
their field placement. Essays will be presented at a seminar in May, prior to graduation.
These dates are not guidelines; they are deadlines. Failure to meet the deadlines will result in
postponement of the presentation of the essay and could have consequences for graduation.
General Guidelines for All Essay Formats
The essay should be between 15-20 pages in length, excluding the title page, acknowledgements, tables,
references/bibliography, and appendices.
All essays should have a title page with: the title of the essay, student’s name, readers (identifying the advisor), and the
date. Please see the template included in the Appendices section at the end of the handbook. You may include an
acknowledgments page (does not count toward the total).
Typing guidelines:
Standard letter size paper 8 ½ by 11
Double spaced/single sided (can single space block quotations)
Type size no smaller than 11 pt.
1 inch margins all around
Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively to the
end of the paper;
Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.
Use APA or AMA format for references; see http://www.apastyle.org/ and http://www.amamanualofstyle.com/.
TASKS/ASSIGNMENTS DUE DATE
Register for 380.840 SS/R in PFRH with Advisor for 7th and 8th terms November 13, 2019
Submit form to identify essay topic, format and readers. If essay is research project, work with faculty to submit IRB application as early as possible.
November 15, 2019
Submit essay outline to 1st reader December 16, 2019
Submit completed final outline of essay January 6, 2020
Submit 1st draft of essay to 1st reader February 3, 2020
Submit copy of completed essay to 1st and 2nd reader for final edits March 9, 2020
Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers
April 6, 2020
Submit reader approval forms from both 1st and 2nd readers April 13, 2020
Submit PowerPoint presentation approved by 1st reader One week before presentation
Presentation of essay Late April/ Early May 2020
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Essay Formats
The following are the specific guidelines for each essay format. If a student prefers a format that differs from those
specified below, he/she will need approval by his/her advisor and the Director of the Master’s Program.
Research Report
This format could be based on secondary data analysis (more typical) or primary data collection and analysis. IRB approval is
needed for this format. The sections in this format essay are as follows:
Structured abstract (1 page maximum)
Should include the following headings: Background, Objective (s) of study, Methods, Results, Conclusions
Introduction (1 to 3 pages)
Importance of public health concern/problem
The magnitude of problem and population affected
Knowledge gaps and how the current study fills the gaps
Methods (2 to 4 pages) See Methods Section below
Study design
Sample/participants
Data Sources
Measures/Topics [for quantitative analyses, include variable tables that specifies variables and how they are operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]
Data analysis
Results
Discussion with Limitations and Implications for public health practice
References
Tables/figures
Analysis of a Public Health Problem or Legislation Position Paper:
Both formats examine a public health problem and recommend either a specific intervention strategy or a policy or policies
for addressing the problem. The analysis of a public health problem format, offers solutions and recommendations related
to intervention strategies, while a legislation position paper offers solutions and recommendations related to a policy or a
set of policies. Both formats also identify concerns of key stakeholders. The sections in this essay format are as follows:
Executive summary (2-3 pages) [Should include an Introduction and overview of public health problem and a brief discussion about how the problem could be addressed.]
Statement of the problem (1 page)
Magnitude of problem (1-2 pages)
Causes/determinants of the problem (3-5 pages)
Alternative policy strategies; and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies (4-6 pages)
Specific recommendations (2-4 pages)
Structured Literature Review
This format analyzes an important public health problem by examining the literature published on the problem. The
sections in this essay format are as follows:
Structured abstract (1 page maximum)
Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions
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Introduction (1 to 3 pages)
Why is the topic an important public health problem
What is the magnitude of problem and population affected
What are the knowledge gaps and how does the current literature review contribute to field or fill the gaps
Methods (1 to 3 pages) See Methods Section below
Databases used
Search criteria
Analytic tables describing literature cited
Results (3 to 6 pages)
Discussion (3 to 5 pages)
References
Tables/figures
Evaluation of a Program/Project
This format involves evaluating/monitoring an existing public health program/project and could include a process,
outcome, or impact evaluation. The sections in this essay format are as follows:
Introduction (1 to 2 pages)
Description of program/project (1 to 3 pages)
Need (what is the public health problem the program/project is trying to address?)
Target audiences (what are the groups/individuals who are targeted for the program/project?)
Activities of program/project
Objectives of program/project (1 page)
Logic Model of program/project (1 page)
Evaluation Methodology (3 to 6 pages) See Methods Section below
Type of evaluation
Indicators
Data collection methods
Sampling strategy and sample size
Data analysis
Anticipated use of results (2 to 5 pages)
Timetable (1 page)
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Research Proposal
This essay format simulates a grant proposal for a research project. The sections in this essay format are as follows:
Introduction (1 page)
Statement of research question (1/2 page)
Specific aims (1 page)
Background and significance (2-3 pages)
Methods (6-8 pages) See Methods Section below
Study design
Sampling/participants/sample size
Data Sources and variables
Methods of Analysis
Strengths and Limitations (1 page)
Budget and budget justification (1-2 pages)
Methods Section for Research Report, Structured Literature Review and Evaluation Formats
The information included in the Methods section should provide sufficient detail to the reader so that the quality of the
study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been
reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are
encouraged to include an appendix describing additional details about the study methods. This appendix should
supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications
about the methods is not adequate.
Evaluation Criteria for MSPH Essay Readers
The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe
provided and applying public health knowledge and skills.
The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the
field of public health.
The essay is suitable for publication either in a peer-reviewed journal or an organization/government report.
Honors
Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for
an honorary ‘distinction’ award if the essay submission deadline is met. Nominations will be accepted from the primary
reader. Student essays that receive a distinction award will be selected by the masters committee.
Resources/Support for Essays
Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson
([email protected]) for assistance. Students who are conducting literature reviews for their essays may wish to contact
Lori Rosman, Public Health Informationist ([email protected]) or Claire Twose, Associate Director, Public Health and Basic
Science Information Services ([email protected]). Additional resources for essay writing and preparing oral presentations
may be found on the Welch Medical Library web site.
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MHS Program Overview
This section of the PFRH handbook describes the program of study for MHS students. It is based on the competencies for
the program shown in the following section. All PFRH MHS students should have a fundamental understanding of life course
perspectives on health, population change or methods, statistical methods and their application, epidemiology, research
ethics, and a broad prospective about public health research in addition to having expertise in a particular focal area.
During the program, students are required to:
Successfully complete department and schoolwide course requirements
Two (2) core PFRH course requirements, including Life Course Perspectives on Health (380.604 or 380.604.81)
and either Principles of Population Change (380.600) or Demographic Methods for Public Health (380.603 or
380.603.81)
Three (3) focal area course requirements
Epidemiologic Inference I (340.721.60)
Statistical Methods in Public Health (140.621-623)
Two (2) courses within a methodological area of their choice
Three (3) units of Research Ethics as well as Academic and Research Ethics (550.860)
Courses in the responsible conduct of research
A minimum of 64 academic units, including 16 units minimum each term to be considered full-time students
A grade point average (GPA) of 2.75 or higher in all course work in order to be in good academic standing
Successfully complete an original essay of publishable quality based on secondary data analysis and a
presentation based on the essay (6 units)
Details about course requirements and guidelines for the essay and presentation are described in the next sections of this
handbook.
PFRH Policies Regarding Academic Requirements
The Director of the Masters Programs and Academic Program Coordinator review and credential the academic progress of
all Masters students at the end of each term. A Course Selection and Tracking Form summarizing the student’s progress are
provided to the advisor and student immediately after the review. The form notes if a student is making satisfactory
progress as well as whether a student is fulfilling the coursework required for the program. If a student is not showing
satisfactory progress, then the student and advisor are required to meet and provide a formal letter to the Director of the
Masters Programs indicating how the student will meet the necessary academic standards. For a description of it
satisfactory academic progress, see the section of this handbook called “Regulations for PFRH Students.”
A student who earns a “D” or “F” grade in a course that meets a core requirement must, at the next opportunity, make a
second attempt to complete the core requirement either by repeating the same course or by completing another course
that meets the same core requirement (if available).
If an MSH student cannot meet the above academic standards, a formal letter requesting remediation may be submitted by
the PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for students
demonstrating substandard academic performance will be made by the Masters’ Committee in consultation with the Vice
Chair of Education and Chair of PFRH.
MHS Program Competencies 2018-19
2018-2019 PFRH Student Handbook 47
MHS Program Competencies
Department Competencies
All PFRH masters students must attain proficiency in four competencies:
1. Applying selected frameworks to understand population health problems, including a multiple determinants
framework for the health of populations across the life course.
2. Identifying and assessing the causes and consequences of population change using demographic methods.
3. Applying statistical and epidemiological methods to address the health of populations.
4. Applying ethical concepts and tools to population health research and practice.
Degree Program Competencies
All PFRH MHS students must attain proficiency in four MHS-specific competencies:
1. Evaluating and applying study designs for addressing research and evaluation questions about the health of
populations.
2. Analyzing data using methodological tools appropriate to the study question and available data.
3. Conducting publishable original, independent research.
4. Translating and communicating research findings to researchers, policy makers, and the public.
Focal Area Competencies
All PFRH masters students must attain proficiency in three competencies in their selected PFRH focal area:
1. Assessing the principal health concerns for the populations relevant to the focal area, the associated population-
based risk factors, and the relative impact of each risk factor.
2. Evaluating strategies to promote population health, including health services and systems delivery strategies used
to address health concerns in the relevant populations.
3. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant
populations.
MHS Course Requirements: Department and Schoolwide 2018-19
2018-2019 PFRH Student Handbook 48
MHS Course Requirements: Department and Schoolwide
The following tables outline the coursework required for MHS students. The Core PFRH course requirements are presented,
followed by method course options and courses required by the PFRH focal areas available to students.
CORE DEPARTMENT REQUIREMENTS
Course Number Course Name Units Term
Students must take the following
380.604 OR Life Course Perspectives on Health 4 1
380.604.81 Life Course Perspectives on Health 4 2
Students must take one of the following
380.600 Principles of Population Change1 4 2
380.603.01 Demographic Methods for Public Health 4 2
380.603.81 Demographic Methods for Public Health 4 3
1 Please note that if Principles of Population Change is taken to fulfill the Core Department requirement, it CANNOT also be counted toward a focal area requirement
SCHOOWIDE QUANTITATIVE REQUIREMENTS
Course Number Course Name Units Term
340.721 OR Epidemiologic Inference in Public Health I 5 1
340.721.81 Epidemiologic Inference in Public Health I 5 3
140.6211 Statistical Methods in Public Health I1 4 1
140.622 Statistical Methods in Public Health II 4 2
140.623 Statistical Methods in Public Health III 4 3
140.624 Statistical Methods in Public Health IV2 4 4 1 Covers statistical concepts and calculations for data analysis; develops statistical computing skills
2 Optional, but highly recommended
MHS Course Requirements: Department and Schoolwide 2018-19
2018-2019 PFRH Student Handbook 49
SCHOOLWIDE RESEARCH ETHICS REQUIREMENTS
Course Number Course Name Units Term
Students must take the following
550.860.82 Academic and Research Ethics 0 1
Choose a minimum of 3 units
306.663 Legal and Ethical Issues in Health Services Management 3 4
306.665 Research, Ethics and Integrity: US and International Issues 3 3
550.600 Responsible Conduct of Research 1 1
221.616.01 OR Ethics of Public Health Practice in Developing Countries 2 4
221.616.81 Ethics of Public Health Practice in Developing Countries 2 4
306.625.01 Ethical Issues in Health Policy: Public Health and Health Care 3 2
*Post doctoral fellows in the School of Medicine (SOM) may substitute the REWards program and CITI training for 306.665 (Research Ethics and Integrity: US and Int’l Issues) These students will still be required to take 550.865.81 (Public Health Perspectives on Research). Please note that the 3 REWards credits do not count towards the 64 SPH credits needed for the MHS degree.
Students must select 2 research methods courses within a methodological area of their choice: behavioral/social science;
epidemiology (2 different options); or health services research and evaluation. The methods areas and course requirements
are listed in alphabetical order below.
BEHAVIORAL/SOCIAL SCIENCE SPECIALTY CORE REQUIREMENTS
Course Number Course Name Units Term
Study Design (Choose 1)
380.611 Fundamentals of Program Evaluation 4 3
Data Collection and Analysis (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
224.690 Qualitative Research Theory and Methods 3 3
330.657 OR Statistics for Psychosocial Research: Measurement 4 1
330.657.81 Statistics for Psychosocial Research: Measurement 4 1
140.658 Statistics for Psychosocial Research: Structural Models 4 2
224.690 Qualitative Research Theory and Methods1 3 3
224.691 Qualitative Data Analysis1 3 4 1 Multi-term course. Students must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a prerequisite for the course. @Course may be cancelled for academic year 2018-19
MHS Course Requirements: Department and Schoolwide 2018-19
2018-2019 PFRH Student Handbook 50
EPIDEMIOLOGY SPECIALTY CORE REQUIREMENTS
Option 1 (340.601 Principles of Epidemiology) Professional Track
Course Number Course Name Units Term
Study Design (Choose 1)
340.722 OR Epidemiologic Inference in Public Health II 4 2
340.722.81 Epidemiologic Inference in Publc Health II 4 3
Data Collection and Analysis (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
340.770 Public Health Surveillance 3 2
Electives
Course Number Course Name Units Term
340.645.81 Introduction to Clinical Trials 3 2
223.664 Design and Conduct of Community Trials 4 3
Option 2 (340.751 Epidemiology Research Methods)
Course Number Course Name Units Term
Study Design and Data Analysis (take both)
340.752 Epidemiologic Methods 2 5 2
340.753 Epidemiologic Methods 3 5 3
Electives
Course Number Course Name Units Term
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design** 3 3
340.645.81 Introduction to Clinical Trials 3 2
223.664 Design and Conduct of Community Trials 4 3
@Course may be cancelled for academic year 2018-19
MHS Course Requirements: Department and Schoolwide 2018-19
2018-2019 PFRH Student Handbook 51
HEALTH SERVICES RESEARCH AND EVALUATION SPECIALTY CORE REQUIREMENTS
Course Number Course Name Units Term
Study Design (Choose 1)
380.611 Fundamentals of Program Evaluation 4 3
309.616.81 AND Introduction to Methods for Health Services Research & Evaluation1 2 3
309.617.81 Introduction to Methods for Health Services Research & Evaluation II1 2 4
Data Collection and Analysis (Choose 1)
380.612 Applications in Program Monitoring and Evaluation 4 4
223.632 Methods for Planning and Implementing Evaluations of Large Scale Health Programs in Low and Middle Income Countries
4 4
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
Electives
Course Number Course Name Units Term
300.713 Research and Evaluation Methods for Health Policy 3 3
309.715 Advanced Methods in Health Services Research: Research Design 4 2
410.710 Concepts in Qualitative Research for Social & Behavioral Sciences 3 2
221.644 Econometric Methods for Evaluation of Health Programs 4 4
224.690 Qualitative Research Theory and Methods2 3 3
224.691 Qualitative Data Analysis2 3 4 1 Students who elect to take 309.616, must also take 309.617 2Multi-term course. Students must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a prerequisite for the course. @Course may be cancelled for academic year 2018-19
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 52
MHS Course Requirements: PFRH Focal Area
Students must take a minimum of three required courses from one of the department’s focal areas. The courses fulfilling
these requirements must be taken in addition to departmental or schoolwide course requirements. The current focal areas
for students include the following:
Adolescent Health
Child Health
Maternal, Fetal and Perinatal Health
Population and Health
Sexual and Reproductive Health
Women’s Health
If students choose to complete a second focal area, courses may be counted for both the primary and secondary focal
areas, but three courses must be completed in the primary focal area before undertaking the MHS field placement.
Students cannot use courses that are taken for the management requirement to meet the focal area requirements. The
department encourages students to select electives from other focal areas to enhance their breadth and depth of
understanding in their chosen area of interest. Focal areas and eligible courses are listed in the following tables in
alphabetical order. Please note when planning course selection if a course is cancelled for academic year 2018-19; cancelled
courses have two asterisks.
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 53
ADOLESCENT HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.623.81 Adolescent Health and Development 3 3
380.747.81 International Adolescent Health 3 4
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.665 Family Planning Policies and Programs* 4 3
380.625 Attitudes, Programs and Policies for
Children with Special Healthcare Needs
3 3
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
380.725 The Social Context of Adolescent Health and Development 3 4
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.721 Schools and Health 3 4
380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2
380.762.81 HIV Infection in Women, Children and Adolescents 4 4
380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
Population Health Promotion and Health Services and Systems Delivery Strategies
380.747.81 International Adolescent Health 3 4
380.623.81 Adolescent Health and Development 3 3
380.771 Understanding and Changing International Reproductive Health Policy 3 4
380.761 OR Sexually Transmitted Infections in Public Health Practice 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
380.640 Children in Crisis: As Asset Based Approach to Working With Vulnerable Youth
3 3
410.657 Community Strategies for Sexual Risk Reduction 3 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.665 Family Planning Policies and Programs 4 3
380.721 Schools and Health 3 4
380.625
Attitudes, Programs and Policies for
Children with Special Healthcare Needs
3 3
Frameworks for Evaluating Principal Health Concerns
380.749 Adolescent. Sexual and Reproductive Health 3 4
380.720 Masculinity, Sexual Behavior and Health: Adolescence and Beyond 2 2
380.640 Children in Crisis: As Asset Based Approach to Working With Vulnerable Youth
3 3
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement.
You must choose two separate courses; one to fulfill each requirement.
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 54
CHILD HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.616 Child Health Epidemiology 3 4
380.625 Attitudes, Programs & Policies Children w Special Health Care Needs 3 3
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.661 Clinical Aspects of Maternal and Neonatal Health 3 3
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.642.81 Child Health and Development 3 2
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
Electives
Course Number Course Name Units Term
Principal Health Concerns
223.663 Infectious Diseases and Child Survival 3 3
380.640 Children in Crisis: As Asset Based Approach to Working with Vulnerable Youth 3 3
330.640.01 Childhood Victimization: A Public Health Perspective 3 4
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.762.81 HIV Infection in Women, Children & Adolescents 4 4
221.627 Issues in the Reduction of Maternal & Neonatal Mortality in Low Income Countries
4 2
Population Health Promotion and Health Services and Systems Delivery Strategies
380.625 Attitudes, Programs & Policies Children w Special Health Care Needs 3 3
380.740.81 Nutrition Programs, Policies, Politics in the United States: The Impact on Maternal, Child and Family Health
3 2
380.742 Family Health, Public Health and Policy 3 2
380.762.81 HIV Infection in Women, Children and Adolescents 4 4
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth 3 3
223.663 Infectious Diseases and Child Survival 3 3
330.640 Childhood Victimization: A Public Health Perspective 3 4
380.721 Schools and Health 3 4
380.661 Clinical Aspects of Maternal and Neonatal Health 3 3
Frameworks for Evaluating Principal Health Concerns
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth 3 3
380.623.81 Adolescent Health and Development 3 3
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
410.752 Children, Media and Health 3 3
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 55
MATERNAL, FETAL AND PERINATAL HEALTH Required
Course Number Course Name Units Term
Principal Health Concerns (Students must take the following))
380.664 Reproductive and Perinatal Epidemiology 4 4
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.661 Clinical Aspects of Maternal and Newborn Health 3 3
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.662
Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
Population Health Promotion and Health Services and Systems Delivery Strategies
380.661 Clinical Aspects of Maternal and Newborn Health 3 3
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.740.81 Nutrition Programs, Policy and Politics in the United States: the Impact On Maternal, Child and Family Health
3 2
Frameworks for Evaluating Principal Health Concerns
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
**Cancelled for Academic Year 18-19
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 56
POPULATION AND HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns ( Choose 1)
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.750 Migration & Health Concepts Rates and Relationships 3 3
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.665 Family Planning Policies and Programs* 4 3
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
221.646 Health Systems in Low and Middle Income Countries 3 2
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.750 Migration & Health: Concepts, Rates and Relationships 3 3
380.600 Principles of Population Change# 4 2
380.756 Poverty, Economic Development and Health*** 4 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.635 Urban Health in Contemporary America 4 4
380.664 Reproductive and Perinatal Epidemiology 4 4
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.767 Couples and Reproductive Health 3 1
Population Health Promotion and Health Services and Systems Delivery Strategies
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
221.646.81 Health Systems in Low and Middle Income Countries 3 2
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.760 Clinical Aspects of Reproductive Health 3 3
Frameworks for Evaluating Principal Health Concerns
380.767 Couples and Reproductive Health 3 1
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
***Course offered every other year
**Cancelled for Academic Year 18-19 #This course cannot be used to fulfill both the PFRH Core Course requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 57
SEXUAL AND REPRODUCTIVE HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Select the following)
380.664 Reproductive and Perinatal Epidemiology 4 4
Population Health Promotion and Health Services and Systems Delivery (Choose 1)
380.665 Family Planning Policies and Programs* 4 3
380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.771 Understanding and Changing International Reproductive Health Policy 3 4
Frameworks for Evaluating Principal Health Concerns (Choose 1)
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
380.655. Social and Economic Aspects of Human Fertility** 4 1
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond 2 2
380.749 Adolescent Sexual and Reproductive Health 3 4
380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4
380.762.81 HIV infection in women, children and adolescents 4 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.623.81 Adolescent Health and Development 3 3
Population Health Promotion and Health Services and Systems Delivery Strategies
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.667 Women’s Health policy 3 4
380.768.81 Selected topics in Women’s Health and Women’s Health Policy 4 1
410.657 Community Strategies for Sexual Risk Reduction 3 4
Frameworks for Evaluating Principal Health Concerns
380.767 Couples and Reproductive Health 3 1
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
***The on-site option will be offered only if there is adequate student enrollment in the course.
**Cancelled for Academic Year 18-19
MHS Course Requirements: PFRH Focal Area 2018-19
2018-2019 PFRH Student Handbook 58
WOMEN’S HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.666 Women’s Health 3 3
380.668 International Perspectives on Gender Women and Health 3 4
Population Health Promotion and Health Services and Systems Delivery Strategies (Choose 1)
380.667 Women’s Health Policy 3 4
380.760 Clinical Aspects of Reproductive Health 3 3
Frameworks for Evaluating Principal Health Concerns (Select the following)
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.664 Reproductive and Perinatal Epidemiology 4 4
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.762.81 HIV Infection in Women, Children & Adolescents 4 4
Population Health Promotion and Health Services and Systems Delivery Strategies
380.624 OR Maternal and Child Health Legislation and Programs* 4 2
380.624.81 Maternal and Child Health Legislation and Programs* 4 2
380.665 Family Planning Programs and Policies 4 3
Frameworks for Evaluating Principal Health Concerns
380.666 Women’s Health 3 3
380.667 Women’s Health Policy 3 4
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
*This course cannot be used to fulfill both the Schoolwide Management requirement and the Focal Area requirement. You must choose two separate courses; one to fulfill each requirement.
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 59
MHS Essay and Presentation Guidelines
The Master’s Essay is a requirement for graduation from the MHS program in the Department of Population, Family, and
Reproductive Health. The goal of the essay is for students to apply the skills and knowledge they have acquired during their
academic program to a public health problem or concern of interest to them. In addition to the written essay, students
must give a 10-minute public presentation of their essay.
Students should begin thinking about essay topics and format at the end of the first term.
During Terms 3 and 4 of the program, students will register for Special Studies and Research in PFRH: Master’s
Essay/Presentation (380.840), designating their first reader as the instructor. Guidelines for credit hours are as follows:
Term 3: 3-6 units
Term 4: 3-5 units
Students need to take a minimum of 3 units of special studies
If taking more than 3 units student must meet weekly with 1st reader
The following sections provide detailed guidelines about the essay and presentation. The MHS CoursePlus website has
further details about the process.
Essay Readers
Students must have a minimum of two readers for their essay. The following guidelines must be applied:
The students’ primary reader must be PRFH faculty.
The students’ advisor must be one of the readers.
The students’ second reader, if not their advisor, must have a primary or joint appointment at JHSPH.
A third reader at the agency or organization where the field placement took place is required if the student is using
project data or if the essay is used for project purposes.
Responsibilities of Students and Readers
Primary Reader
The primary reader has the overall responsibility of working with the student on the essay from the outline to the final
draft, and on preparation for the presentation. He/she must be identified as the instructor for the special studies course for
the Masters Essay (380.840) in the 3rd and 4th terms. The primary reader also may nominate the student’s essay for a
distinction award if the quality of the essay is deemed to be excellent. Students must ensure that they submit outline and
essay drafts to the primary reader by the following key dates to obtain timely feedback. The dates are the following:
November 14, 2018 (receipt of essay topic)
December 17, 2018 (receipt of student’s draft outline)
January 7, 2019 (receipt of student’s final essay outline)
February 4, 2019 (receipt of student’s first draft)
March 11, 2019 (receipt of student’s final draft for final edits)
April 8, 2019 (receipt of student’s final essay with incorporated edits)
April 15, 2019 (reader approval forms signed from both 1st and 2nd readers)
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 60
Second Reader
The second reader provides additional comments to the student about essay drafts. Typically, second readers provide their
feedback on the second draft of the essay, once students have incorporated comments on the first draft by the primary
reader. The student is expected to incorporate feedback from both the primary and secondary reader in the final essay.
Secondary readers must also provide approval for the final essay.
Key dates for a secondary reader are the following:
March 11, 2019 (receipt of student’s final draft for final edits)
April 8, 2019 (receipt of student’s final essay with incorporated edits)
April 15, 2019 (reader approval form signed)
Third Reader
The third reader may also provide comments on the essay at any stage. If the third reader is outside the department,
students are strongly advised to discuss the roles and responsibilities of the third reader with their first reader. Third
readers do not need to provide final approval for the essay.
The essay must meet the standards required by faculty of the School. However, if the student is using data affiliated with
the third reader or the third reader’s agency, students should provide drafts of the essay to the third reader and discuss
when feedback will be given to the student from the reader.
Choosing a Topic and Format for the Essay
In addition to selecting a topic, students select one of five formats for the essay:
Research Report
Analysis of a Public Health Problem or Legislation Position Paper
Structured Literature Review
Evaluation of a Program/Project
Students must focus on a public health concern or problem, which may or may not be in their focal area. Details on the
expectations of the essay are given during the 3rd MSPH quarterly luncheon.
The student and his/her advisor must verify the knowledge and skills required for the selected essay format (see Essay
Topic Form); for example, students conducting a systematic literature review for their essay must have taken a related
course or work with a primary reader with methodological expertise in systematic reviews.
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 61
Steps to Complete the Essay
Step 1: Identify topic, format, and readers
Students should identify a primary reader whose research interests and expertise are in the topic area or methodology for
the essay. Academic advisors must serve as a reader, but do not need to be the primary reader. Advisors can serve as a
useful resource for discussing potential topics of interest and providing referrals to other faculty members in the
department whose expertise better matches the proposed topic of the essay. Other resources for identifying potential
primary readers are the Masters Committee Director and Associate Director, academic coordinators, Department website,
and school faculty directory.
Step 2: Discuss roles and responsibilities with readers
Once readers have been identified, all students should have a conversation with their readers so that each knows his/her
responsibility for the essay. This discussion is especially important for readers who are outside PFRH and especially for third
readers. A timeline should also be provided to the readers so that each is aware of when feedback should be provided. In
general, readers should be given at least a week at a minimum to provide feedback to students. Additionally, while not
required, the student and readers should discuss plans to publish the essay and the order of authors for the publication.
Separate guidelines regarding authorship will be provided to the students.
Step 3: Determine Whether Essay Involves ‘Human Subjects Research’
What is ‘human subjects research’?
“Human subjects research’ is broadly defined to include any activity involving humans that seeks to test a hypothesis or
answer a scientific question. This activity can include secondary data analysis and research involving direct contact with
subjects. All students who plan to undertake human subjects’ research must have IRB approval before working with human
subjects’ data or samples and before contacting human subjects. The JHBSPH IRB Office (http://www.jhsph.edu/irb) is
charged with assuring that human subjects research studies conducted in the School comply with internal school policies
and external regulations designed to protect human subjects.
For the purposes of the essay, after students have identified the data source(s) for their research, they should complete the
online IRB Worksheet to determine the additional steps (if any) needed for securing IRB approval for the essay, or
documenting existing approval.
For additional questions about the IRB process, please visit: https://www.jhsph.edu/offices-and-services/institutional-
review-board/faqs-by-topic/
Step 4: Submit the Essay Topic Form
After students have selected an essay topic and format, the Essay Topic Form must be completed and signed by the
student, academic advisor, and primary reader (if different from the advisor). This form will ensure that a student has the
needed skills and knowledge to complete the essay. For example, if a student decides to conduct an evaluation of a project
or a program for the essay, he/she must have either taken the ‘Fundamentals of Program Evaluation’ course or had prior
experience conducting an evaluation (formats listed under “MSPH Essay and Presentation Guidelines" section). Students
also must indicate whether IRB approval is needed for the essay.
Step 5: Register for 380.840 in PFRH
Students should register for 3 to 6 units of special studies with their primary reader using course number 380.840 in the 7th
term and 3 to 5 units in the 8th term.
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 62
Step 6: Submit Outline of Essay to Primary Reader
Students must submit an outline of the essay to their primary reader by the required deadline. The outline should contain
all major headings and sub-headings of the particular essay format, with bulleted text on the content of each section.
Primary readers must be given at least 1 week to provide feedback to the student on the outline.
Step 7: Submit First Draft of Essay to Primary Reader
Students must submit a complete draft of their essay to the primary reader by the required deadline. The primary reader
should ensure that the draft contains all necessary elements of the essay in the standardized format. Primary readers
should provide feedback to the student within 2 weeks of receiving the draft essay.
Note: Students partnering with an organization that is expecting a report may need to write two separate documents in
order to meet the expectations of the department’s essay.
Step 8: Submit Second Draft of Essay to Primary and Secondary Readers
Second drafts must be reviewed by both the primary and second readers for final edits and recommendations. Both readers
should provide feedback to the student within 2 weeks of receiving the second draft. Students should submit a second draft
in a timely manner and of reasonable quality in order for faculty to complete their review and provide comments to them in
a timely manner. Students must incorporate comments from each reader in their final draft.
Step 9: Submit Final Draft of Paper to Primary and Secondary Readers for Approval
Students must submit the final draft of their essay to both primary and secondary readers for approval and submission to
the Academic Office. Both readers must also submit the Reader Approval Form for the essay directly to the Academic
Office. If the essay is not approved by both readers by the deadline, students may not participate in the oral presentation
and may be in jeopardy of not graduating.
Step 10: Oral Presentation of Essay
Each student is required to present his/her essay in a 10-minute PowerPoint presentation at a public seminar before the
end of the 8th term. The student’s advisor is expected to review draft presentations prior to a practice session. A practice
session will be scheduled approximately one week prior to the public seminar with input from doctoral students in the
department. No video clips are allowed in the presentation.
Before students can present their Masters Essay, they must meet these conditions:
Any existing incompletes in coursework must be rectified, with confirmation by the student’s advisor and academic
coordinator,
The essay has received final approval from first and second readers,
All slides have been approved by the primary reader.
Failure to meet any of these conditions before the time of presentation will result in postponement of graduation.
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 63
Master’s Essay Deadlines
In preparation for completion of the Master’s essay and presentation, students should contact their advisor and/or their
primary reader no later than the 2th term to discuss the essay topic and format of interest to them. Master’s Essays are due
early in the 4th Term. Students should begin work on their paper no later than the start of 3rd term, preferably before the
term begins, and complete it early in the 4th term (see deadlines below). Students should begin to consider essay topics and
format early in the 2nd term. Essays will be presented at a seminar in May, prior to graduation.
These dates are not guidelines, they are deadlines. Failure to meet these deadlines will result in
postponement of the essay presentation, which could have consequences for graduation.
General Guidelines for All Essay Formats
The essay should be between 15-20 pages in length, excluding the title page, acknowledgements, tables,
references/bibliography, and appendices.
All essays should have a title page with: the title of the essay, student’s name, readers (identifying the advisor), and the
date. Please see the template included in the Appendices section at the end of the handbook. You may include an
acknowledgments page (does not count toward the total).
Typing guidelines:
Standard letter size paper 8 ½ by 11
Double spaced/single sided (can single space block quotations)
Type size no smaller than 11 pt.
1 inch margins all around
Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively to the
end of the paper
Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials
Use APA or AMA format for references; see http://www.apastyle.org/ and http://www.amamanualofstyle.com/.
TASKS/ASSIGNMENTS DUE DATE
Register for 380.840 SS/R in PFRH with Advisor for 3rd and 4th terms November 14, 2018
Submit one page form to identify essay topic, format and readers
If essay is a research report, work with JHBSPH faculty to submit IRB application
November 16, 2018
Submit essay outline to 1st reader December 17, 2018
Submit completed final outline of essay January 7, 2019
Submit 1st draft of essay to 1st reader February 4, 2019
Submit copy of completed essay to 1st and 2nd reader for final edits March 11, 2019
Submit final copy (with 1st and 2nd reader’s revisions incorporated) to both readers
April 8, 2019
Submit reader approval forms from both 1st and 2nd readers April 13, 2019
Submit PowerPoint presentation approved by 1st reader One week prior to presentation
Presentation of essay Late April to Eary May 2019
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 64
Essay Formats
The following are the specific guidelines for each essay format. If a student prefers a format that is different from those
specified below, he/she will need approval by his/her advisor and the Director of the Master’s Program.
Research Report
This format could be based on secondary data analysis (more typical) or primary data collection and analysis. IRB approval is
needed for this format. The sections in this format essay are as follows:
Structured abstract (1 page maximum)
Should include the following headings: Background, Objective (s) of study, Methods, Results, Conclusions
Introduction (1 to 3 pages)
Importance of public health concern/problem
The magnitude of problem and population affected
Knowledge gaps and how the current study fills the gaps
Methods (2 to 4 pages) See Methods Section below
Study design
Sample/participants
Data Sources
Measures/Topics [for quantitative analyses, include variable tables that specifies variables and how they are operationalized (e.g., categorical, ordinal, interval); for qualitative analyses, include table with domains and sample questions]
Data analysis
Results
Discussion with Limitations and Implications for public health practice
References
Tables/figures
Analysis of a Public Health Problem or Legislation Position Paper:
Both formats examine a public health problem and recommend either a specific intervention strategy or a policy or policies
for addressing the problem. The analysis of a public health problem format, offers solutions and recommendations related
to intervention strategies, while a legislation position paper offers solutions and recommendations related to a policy or a
set of policies. Both formats also identify concerns of key stakeholders. The sections in this essay format are as follows:
Executive summary (2-3 pages) [Should include an Introduction and overview of public health problem and a brief discussion about how the problem could be addressed.]
Statement of the problem (1 page)
Magnitude of problem (1-2 pages)
Causes/determinants of the problem (3-5 pages)
Alternative policy strategies; and may also include an evaluation of a current policy and its impact along with the discussion of alternative policy strategies (4-6 pages)
Specific recommendations (2-4 pages)
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 65
Structured Literature Review
This format analyzes an important public health problem by examining the literature published on the problem. The
sections in this essay format are as follows:
Structured abstract (1 page maximum)
Should include the following headings: Background, Objective (s) of review, Methods, Results, Conclusions
Introduction (1 to 3 pages)
Why is the topic an important public health problem
What is the magnitude of problem and population affected
What are the knowledge gaps and how does the current literature review contribute to field or fill the gaps
Methods (1 to 3 pages) See Methods Section below
Databases used
Search criteria
Analytic tables describing literature cited
Results (3 to 6 pages)
Discussion (3 to 5 pages)
References
Tables/figures
Evaluation of a Program/Project
This format involves evaluating/monitoring an existing public health program/project and could include a process,
outcome, or impact evaluation. The sections in this essay format are as follows:
Introduction (1 to 2 pages)
Description of program/project (1 to 3 pages)
Need (what is the public health problem the program/project is trying to address?)
Target audiences (what are the groups/individuals who are targeted for the program/project?)
Activities of program/project
Objectives of program/project (1 page)
Logic Model of program/project (1 page)
Evaluation Methodology (3 to 6 pages) See Methods Section below
Type of evaluation
Indicators
Data collection methods
Sampling strategy and sample size
Data analysis
Anticipated use of results (2 to 5 pages)
Timetable (1 page)
MHS Essay and Presentation Guidelines 2018-19
2018-2019 PFRH Student Handbook 66
Methods Section for Research Report, Structured Literature Review and Evaluation Formats
The information included in the Methods section should provide sufficient detail to the reader so that the quality of the
study design, sampling methods, data sources, and measures can be clearly evaluated, even if the methods have been
reported elsewhere. If the maximum essay length of 20 pages does not permit this level of detail, then students are
encouraged to include an appendix describing additional details about the study methods. This appendix should
supplement and not duplicate material already found in the body of the essay. Referring the reader to previous publications
about the methods is not adequate.
Evaluation Criteria for MHS Essay Readers
The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe
provided and applying public health knowledge and skills.
The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the
field of public health.
The essay is suitable for publication either in a peer-reviewed journal or an organization/government report.
Honors
Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for
an honorary ‘distinction’ award if the essay submission deadline is met. Nominations will be accepted from the primary
reader. Student essays that receive a distinction award will be selected by the masters committee.
Resources/Support for Essays
Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson ([email protected]) for assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public Health Informationist ([email protected]) or Claire Twose, Associate Director, Public Health and Basic Science Information Services ([email protected]). Additional resources for essay writing and preparing oral presentations may be found on the Welch Medical Library web site
PART III – PHD STUDENTS
HANDBOOK
PhD Program Overview 2018-19
2018-2019 PFRH Student Handbook 68
PhD Program Overview
This section of the PFRH handbook describes the program of study for PhD students. It is based on the competencies for the
program shown in the following section. All PFRH PhD students should have a fundamental understanding of life course
perspectives on health, demography and population dynamics, statistical methods and their application, epidemiology,
research ethics, advanced research methods in a selected area, and a broad prospective of public health research in
addition to having expertise in a particular focal area. They are also required to take four terms of the first year doctoral
seminar; two terms of the second year doctoral seminar and the PFRH Proposal Writing Seminar (until completion of the
Preliminary Oral Examination).
During the program, students are required to:
Successfully complete: the three (3) core PFRH course requirements; four (4) focal area course requirements;
Epidemiologic Inference or its equivalent; 16 units of Statistics; three (3) units of Research Ethics; Public Health
Perspectives on Research; Academic and Research Ethics; four (4) Research Methods courses; 1st and 2nd Year
Doctoral Seminar; and PFRH Proposal Writing Seminar until successful completion of schoolwide preliminary exam
Successfully complete all examinations including the comprehensive exam in year two, annual reviews (after year
two), department preliminary oral examination, schoolwide preliminary oral examination, and final defense
examination
Complete one full year of residency (a minimum of 16 units per term for four consecutive terms)
Complete a Research Apprenticeship
Achieve a grade point average (GPA) of 3.0 or higher in all course work
Achieve a grade B or better in all required PFRH Core Department courses
Students are required to take a minimum of 16 units each term in order to be considered full-time students. Tuition support
is contingent on full-time status.
PFRH Policy for Failure to Meet Academic Standards:
PhD students must meet the following academic standards:
Achieve a B or better in required PFRH Core Department courses
Take all required courses for a letter grade
The Director of the Doctoral Program and Academic Program Manager, representing the Doctoral Committee, review and
credential the academic progress of all doctoral students at the end of each term for the first eight terms and annually
thereafter. A tracking form summarizing the student’s progress is provided to the advisor and student immediately after
the review. The form notes if a student is not making satisfactory progress. If the student is not making satisfactory
progress, then the advisor and student are required to meet and provide a formal letter to the Director of the Doctoral
Program indicating how the student will meet the required academic standard(s).
If a doctoral student cannot meet academic standards, a formal letter requesting remediation may be submitted by the
PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for students
demonstrating substandard academic performance will be made by the Doctoral Committee in consultation with the Chair
of PFRH.
PhD Program Competencies 2018-19
2018-2019 PFRH Student Handbook 69
PhD Program Competencies
Department Competencies
All PFRH doctoral students must attain proficiency in five competencies:
1. Applying selected frameworks to understand population health problems, including a multiple determinants
framework for the health of populations across the life course.
2. Identifying and assessing the causes and consequences of population change.
3. Applying demographic methods to the health of populations.
4. Applying statistical and epidemiologic methods to address the health of populations.
5. Applying ethical concepts and tools to population health research and practice.
Degree Program Competencies
All PFRH doctoral students must attain proficiency in eight PhD-specific competencies:
1. Evaluating and applying study designs for addressing research and evaluation questions about the health of
populations.
2. Evaluating and applying rigorous strategies for measurement and data collection across a range of study designs.
3. Analyzing data using methodological tools appropriate to the study question and available data.
4. Interpreting data based on the strength of evidence, recognizing study limitations, and drawing appropriate
inferences.
5. Analyzing primary quantitative or qualitative data and participating in the preparation of a peer-reviewed
manuscript using the data.
6. Designing an instrument for data collection and implementing the instrument with primary data.
7. Preparing and defending a research proposal addressing a clearly identified research question including the
appropriate research methods and conceptual framework for answering the question.
8. Conducting and presenting original, independent, and publishable research about a clearly identified research
question.
Focal Area Competencies
All PFRH doctoral students must meet proficiency in four competencies in their selected PFRH focal area:
1. Assessing the principal health concerns for the populations relevant to the focal area, the associated population-
based risk factors, and the relative impact of each risk factor.
2. Evaluating strategies to promote population health, including the policies and programs that address health
concerns and behavior in the relevant populations.
3. Critiquing health services and systems delivery strategies used to address health concerns in the relevant
populations.
4. Applying frameworks specific to the focal area (beyond life course) for improving the health of the relevant
populations.
PhD Program Competencies 2018-19
2018-2019 PFRH Student Handbook 70
The following tables first list the core departmental followed by schoolwide course requirements for all PhD students.
CORE DEPARTMENT REQUIREMENTS Students Must take Life Course Perspectives on Health, Principles of Population Change and Demographic Methods for Public Health
Course Number Course Name Units Term
380.604 OR Life Course Perspectives on Health 4 1
380.604.81 Life Course Perspectives on Health 4 2
380.600 Principals of Population Change 4 2
380.603 OR Demographic Methods for Public Health 4 2
380.603.81 Demographic Methods for Public Health 4 3
PFRH DOCTORAL SEMINARS Course Number Course Name Units Term
First Year Doctoral Students
380.817 PFRH First Year Doctoral Seminar Part 1 1 1, 2
380.822 PFRH First Year Doctoral Seminar Part 2 1 3, 4
Second Year Doctoral Students
380.823.01 Research Seminar in Population, Family and Reproductive Health I
2 1
380.824.01 Research Seminar in Population, Family and Reproductive Health II
2 2
380.821.01 PFRH Proposal Writing Seminar* 2 4
Third Year Doctoral Students
380.821.01 PFRH Proposal Writing Seminar (until completion of Preliminary Oral Examination)
2 1, 2, 3, 4
* Second year doctoral students also register for 1 credit Special Studies (380.840.01) in 3rd Term for PFRH Proposal Writing
Seminar
PhD Program Competencies 2018-19
2018-2019 PFRH Student Handbook 71
QUANTITATIVE REQUIREMENTS Students must choose either 340.721 or 340.751 and either 140.621-624 or 140-.651-654
Course Number Course Name Units Term
Epidemiology (Choose 1)
340.721 OR Epidemiologic Inference I 5 1
340.721.81 Epidemiologic Inference I 5 3
340.751 Epidemiologic Methods I 5 1
Biostatistics (Choose either 140-621-624 or 140.651-654)
140.621 Statistical Methods in Public Health I 4 1
140.622 Statistical Methods in Public Health II 4 2
140.623 Statistical Methods in Public Health III 4 3
140.624 Statistical Methods in Public Health IV 4 4
140.651 Methods in Biostatistics I 4 1
140.652 Methods in Biostatistics II 4 2
140.653 Methods in Biostatistics III 4 3
140.654 Methods in Biostatistics IV 4 4
RESEARCH ETHICS REQUIREMENTS Students are required to take a minimum of 3 units of Research Ethics in addition to 550.865 and 550.860
Course Number Course Name Units Term
PhD Students must take the following courses:
550.865.81 Public Health Perspectives on Research 2 2
550.860.82 Academic and Research Ethics 0 1, 2, 3, 4
PFRH Students are strongly encouraged to take 550.860.82 during the 1st term
Choose 1:
306.665 Research, Ethics and Integrity: US and International Issues
3 3
550.600 Responsible Conduct of Research** 1 1
**If students choose 550.600, they must also take one of the following courses:
306.663 Legal and Ethical Issues in Health Services Management
3 4
221.616 OR Ethics of Public Health Practice in Developing Countries
2 4
221.616.81 Ethics of Public Health Practice in Developing Countries
2 4
PhD Research Methods Course Requirements 2018-19
2018-2019 PFRH Student Handbook 72
PhD Research Methods Course Requirements
PhD students are required to take four research methods courses in a specific methodological area in addition
Epidemiologic Inference or Epidemiologic Methods I. These requirements must be completed before taking the PFRH
comprehensive examination. The methods areas and course requirements are listed in alphabetical order below.
BEHAVIORAL/SOCIAL SCIENCE SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term
Data Collection (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
224.690 Qualitative Research Theory and Methods 3 3
410.690 Ethnographic Fieldwork 4 3
Study Design (Choose 1)
380.611 Fundamentals of Program Evaluation 4 3
309.616.81 AND Introduction to Methods for Health Services Research and Evaluation*
2 3
309.617.81 Introduction to Methods for Health Services Research and Evaluation II
2 4
Study Design (Choose 1)
410.615 Research Design in the Social and Behavioral Sciences 3 2
410.710 Concepts in Qualitative Research for Social and Behavioral Sciences 3 2
410.631 Introduction to Community-based Participatory Research: Principles and Methods
2 3
Data Analysis (Choose 1)
330.657.81 Statistics for Psychosocial Research: Measurement 4 1
140.658 Statistics for Psychosocial Research: Structural Models 4 2
224.691 Qualitative Data Analysis** 3 4
410.690 Ethnographic Fieldwork 4 3
410.710 Concepts in Qualitative Research for Social and Behavioral Sciences 3 2
*Multi-term course. Must take both courses in order receive a grade for the course.
**224.690 is a prerequisite for the course 224.691.
DEMOGRAPHY SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term
Data Collection (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
Study Design (Select the following)
410.615 Research Design in the Social and Behavioral Sciences 3 2
Data Analysis (Choose Both)
380.650 Fundamentals of Life Tables 4 3
380.651 Methods & Measures in Population Studies 4 4
@Course may be cancelled for academic year 2018-19
PhD Research Methods Course Requirements 2018-19
2018-2019 PFRH Student Handbook 73
EPIDEMIOLOGY SPECIALTY CORE REQUIREMENTS
Course Number Course Name Units Term
Option 1 (340.721 Epidemiologic Inference I) Professional Track
Data Collection (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
Study Design (Select the following)
340.722 OR Epidemiologic Inference in Public Health II 4 2
340.722.81 Epidemiologic Inference in Public Health II 4 4
Study Design (Choose 1)
340.645.81 Introduction to Clinical Trials 3 2
223.664 Design and Conduct of Community Trials 4 3
340.728 Advanced Methods for Design and Analysis of Cohort Studies 5 1
Data Analysis (Select the Following)
340.770 Public Health Surveillance 3 2
140.630 Introduction to Data Management 3 2, 4
Option 2 (340.751 Epidemiology Research Methods)
Data Collection (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
Study Design (Choose 1)
340.645.81 Introduction to Clinical Trials 3 2
223.664 Design and Conduct of Community Trials 4 3
340.728 Advanced Methods for Design and Analysis of Cohort Studies 5 1
Study Design and Data Analysis (Choose Both)
340.752 Epidemiologic Methods 2 5 2
340.753 Epidemiologic Methods 3 5 3
@Course may be cancelled for academic year 2018-19
PhD Research Methods Course Requirements 2018-19
2018-2019 PFRH Student Handbook 74
HEALTH ECONOMICS SPECIALTY CORE REQUIREMENTS Course Number Course Name Units Term
Data Collection (Choose one)
313.603 Economic Evaluation III** 3 3
380.711 Issues in survey Research Design@ 3 3
Study Design (Choose two)
313.601 Economic Evaluation I** 3 1
313.653 Advanced Health Economics I 2 1
313.654 Advanced Health Economics II 2 2
313.655 Advanced Health Economics III 2 3
313.656 Advanced Health Economics IV 2 4
180.600 General Equilibrium Theory 3 1
180.601 Consumer and Producer Theory 3 2
180.602 Microeconomic Theory 3 3
180.602 Microeconomic Theory 3 4
Data Analysis (Choose one)
221.644 Econometric Methods for Evaluation of Health Programs 4 4
309.616.81 AND Introduction to Methods for Health Services Research and Evaluation I*
2 3
309.617.81 Introduction to Methods for Health Services Research and Evaluation II
2 4
221.645 OR Large Scale Effectiveness Evaluations of Health Programs 2 4
221.645.81 Large Scale Effectiveness Evaluations of Health Programs 4 4
300.713 Research and Evaluation Methods for Health Policy 3 3
313.602 Economic Evaluation II** 3 2
* Students who elect to take 309.616 must also take 309.617
**Note 313.601 and 313.602 are pre-requisites for 313.603.
@Course may be cancelled for academic year 2018-19
PhD Research Methods Course Requirements 2018-19
2018-2019 PFRH Student Handbook 75
HEALTH SERVICES RESEARCH AND EVALUATION SPECIALTY CORE REQUIREMENTS
Course Number Course Name Units Term
Data Collection (Choose 1)
340.717 Health Survey Research Methods 4 2
380.711 Issues in Survey Research Design@ 3 3
224.690 Qualitative Research Theory and Methods 3 3
410.690 Ethnographic Fieldwork 4 3
Study Design (Choose 1)
380.611 Fundamentals of Program Evaluation 4 3
309.616.81 AND
Introduction to Methods for Health Services Research and Evaluation*
2 3
309.617.81 Introduction to Methods for Health Services Research and Evaluation II
2 4
Study Design (Choose 1)
223.664 Design and Conduct of Community Trials 4 3
300.713 Research and Evaluation Methods for Health Policy I 3 3
300.715 Research and Evaluation Methods for Health Policy II*** 3 4
318.615 Program Evaluation for Public Policy I 3 1
221.638 Health Services Research and Evaluation in Developing Countries 3 4
410.631 Introduction to Community-Based Participatory Research: Principles and Methods
3 2
224.692 Formative Research for Behavioral and Community Interventions 4 4
313.790.81 Introduction to Economic Evaluation 3 4
312.693 Introduction to Comparative Effectiveness and Outcome Research 3 3
390.675 Outcome and Effectiveness Research 3 4
309.715 Advanced Methods in Health Services Research: Research Design (cancelled)
410.710 Concepts in Qualitative Research for Social & Behavioral Sciences 3 2
Data Analysis (Choose 1)
380.612 Applications in Program Monitoring and Evaluation 4 4
223.632 Methods for Planning and Implementing Evaluations of Large-Scale Health Programs in Low and Middle Income Countries
4 4
224.691 Qualitative Data Analysis** 3 4
221.644 Econometric Methods for Evaluation of Health Programs 4 4
*Students who elect to take 309.616 must also take 309.617
**224.690 is a prerequisite for 224.691
***300.713 is a prerequisite for 300.715 @Course may be cancelled for academic year 2018-19
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 76
PFRH Focal Area Requirements for PhD
Students must take a minimum of four required courses from one of the department’s focal areas. The courses fulfilling
these requirements must be taken in addition to any departmental or schoolwide course requirements. The current focal
areas for students include the following:
Adolescent Health
Child Health
Maternal, Fetal and perinatal health
Population and Health
Sexual and Reproductive Health
Women’s Health
Doctoral students must take 4 courses in order to meet the requirements for the Focal Area component of their degree
program. Within a given focal area, a unique course needs to be selected for each of the following competencies 1) health
services and systems delivery strategies; 2) principal health concerns; 3) strategies to promote population health; and 4)
frameworks for evaluating principal health concerns. Courses eligible for health services and systems delivery strategies are
listed in the table below. The courses are eligible for all focal areas, but the department recommends that this 4th course be
closely related to the students’ chosen focal area. A unique course must be taken to fulfill each competency.
HEALTH SERVICES AND SYSTEMS DELIVERY STRATEGIES Choose 1-preferably related to your focal area
Course Number Course Name Units Term
380.661 Clinical Aspects of Maternal and Neonatal Health 3 3
380.760 Clinical Aspects of Reproductive Health 3 3
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.665 Family Planning Policies and Programs 4 3
380.624 OR Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
380.625 Attitudes Programs and Policies for Children with Special Health Care Needs
3 3
380.721 Schools and Health 3 4
221.646 OR Health Systems in Low and Middle Income Countries 3 2
221.646.81 Health Systems in Low and Middle Income Countries 3 2
If a student chooses to complete a second focal area, courses may be double counted across their primary and secondary
focal areas; students must, however, complete the course requirements for at least one focal area. The department
encourages students to select electives from other focal areas to enhance their breadth and depth of understanding in their
chosen and other focal areas. Focal areas and their eligible courses are listed in the following tables by alphabetical order.
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 77
ADOLESCENT HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.623.81 Adolescent Health and Development 3 3
380.747.81 International Adolescent Health 3 4
Evaluation of Strategies to Promote Population Health (Choose 1)
380.624 OR
Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
380.665 Family Planning Policies and Programs 4 3
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
380.725 The Social Context of Adolescent Health and Development 3 4
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond
2 2
380.721 Schools and Health 3 4
380.762.81 HIV Infection in Women, Children and Adolescents 4 4
380.761 OR Sexually Transmitted Infections in Public Health Practice 4
3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
Evaluation of Strategies to Promote Population Health
380.747.81 International Adolescent Health 3 4
380.623.81 Adolescent Health and Development 3 3
380.771 Understanding and Changing International Reproductive Health Policy
3 4
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
380.761 OR Sexually Transmitted Infections in Public Health Practice 4
3
380.761.81 Sexually Transmitted Infections in Public Health Practice 4 4
410.657 Communication Strategies for Sexual Risk Reduction 3 4
380.625 Attitudes, Programs and Policies for Children with Special Healthcare Needs
3 3
Frameworks for Evaluating Principal Health Concerns
380.749 Adolescent. Sexual and Reproductive Health 3 4
380.720 Masculinity, Sexual Behavior and Health: Adolescence And Beyond
2 2
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 78
CHILD HEALTH
Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.616 Child Health Epidemiology 3 4
380.625 Attitudes, Programs & Policies for Children with Special Health Care Needs
3 3
Evaluation of Strategies to Promote Population Health (Students must take the following)
380.624 OR
Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.642.81 Child Health and Development** 3 2
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
Electives
Course Number Course Name Units Term
Principal Health Concerns
223.663 Infectious Diseases and Child Survival 3 3
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
330.640 Childhood Victimization: A Public Health Perspective 3 4
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.762.81 HIV Infection in Women, Children & Adolescents 4 4
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
Evaluation of Strategies to Promote Population Health
380.625 Attitudes, Programs & Policies for Children with Special Health Care Needs
3 3
380.740.81 Nutrition Programs, Policies, and Politics in the United States: The Impact on Maternal, Child and Family Health
3 2
380.742 Family Health, Public Health and Policy 3 2
380.762.81 HIV Infection in Women, Children and Adolescents 4 4
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
223.663 Infectious Diseases and Child Survival 3 3
330.640 Childhood Victimization: A Public Health Perspective 3 4
Frameworks for Evaluating Principal Health Concerns
380.640 Children in Crisis: An Asset Based Approach to Working with Vulnerable Youth
3 3
380.623.81 Adolescent Health and Development 3 3
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
410.752 Children, Media and Health 3 3
**Cancelled for Academic Year 18-19
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 79
MATERNAL, FETAL AND PERINATAL HEALTH Required
Course Number Course Name Units Term
Principal Health Concerns (Students must take the following)
380.664 Reproductive and Perinatal Epidemiology 4 4
Evaluation of Strategies to Promote Population Health (Choose 1)
380.624 OR Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.744.81 Nutrition and Growth in Maternal and Child Health 3 1
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
Evaluation of Strategies to Promote Population Health
380.661 Clinical Aspects of Maternal and Newborn Health 3 3
380.740.81 Nutrition Programs, Policies, and Politics in the United States: The Impact on Maternal, Child and Family Health
3 2
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
Frameworks for Evaluating Principal Health Concerns
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
**Cancelled for Academic Year 18-19
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 80
POPULATION AND HEALTH*
Required
Course Number Course Name Units Term
Principal Health Concerns: (Choose 1)
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.750 Migration & Health: Concepts, Rates, and Relationships 3 3
Evaluation of Strategies to Promote Population Health (Choose 1)
380.665 Family Planning Policies and Programs 4 3
380.624 OR Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.655 Social and Economic Aspects of Human Fertility** 4 1
380.750 Migration & Health: Concepts, Rates, and Relationships 3 3
380.756 Poverty, Economic Development and Health* 4 2
Electives
Course Number Course Name Units Term
Principal Health Concerns:
380.635 Urban Health in Contemporary America 4 4
380.664 Reproductive and Perinatal Epidemiology 4 4
380.765.81 Preventing Infant Mortality and Promoting the Health of Women, Infants, and Children
3 4
380.767 Couples and Reproductive Health 3 1
Evaluation of Strategies to Promote Population Health
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.624 OR
Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
Frameworks for Evaluating Principal Health Concerns
380.767 Couples and Reproductive Health 3 1
*Students selecting the Population and Health Focal Area must select the Demography Specialty Core to fulfill the Research Methods Course Requirements. *Course offered every other year **Cancelled for Academic Year 18-19
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 81
SEXUAL AND REPRODUCTIVE HEALTH Required
Course Number Course Name Units Term
Principal Health Concerns: (Students must take the following)
380.664 Reproductive and Perinatal Epidemiology 4 4
Evaluation of Strategies to Promote Population Health (Choose 1)
380.665 Family Planning Policies and Programs 4 3
380.761 OR Sexually Transmitted Infections in Public Health Practice*** 4 3
380.761.81 Sexually Transmitted Infections in Public Health Practice*** 4 4
380.771 Understanding and Changing International Reproductive Health Policy
3 4
Frameworks for Evaluating Principal Health Concerns (Choose 1)
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
380.655 Social and Economic Aspects of Human Fertility** 4 1
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.662 Critiquing the Research Literature in Maternal, Neonatal, and Reproductive Health
4 2
380.720 Masculinity, Sexual Behavior & Health: Adolescence & Beyond 2 2
380.749 Adolescent Sexual and Reproductive Health 3 4
380.762.81 HIV infection in Women, Children and Adolescents 4 4
380.760 Clinical Aspects of Reproductive Health 3 3
380.623.81 Adolescent Health and Development 3 3
550.629 The Epidemiology of LGBT Health 3 2
410.683.60 Global Perspectives On LGBT Health 3 3
Evaluation of Strategies to Promote Population Health
380.624 or
Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
380.667 Women’s Health Policy 3 4
380.768.81 Selected Topics in Women’s Health and Women’s Health Policy 4 1
410.657 Community Strategies For Sexual Risk Reduction 3 4
Frameworks for Evaluating Principal Health Concerns
380.767 Couples and Reproductive Health 3 1
**Cancelled for Academic Year 18-19
***The on-site option will be offered only if there is adequate student enrollment in the course.
PFRH Focal Area Requirements for PhD 2018-19
2018-2019 PFRH Student Handbook 82
WOMEN’S HEALTH Required
Course Number Course Name Units Term
Principal Health Concerns (Choose 1)
380.668 International Perspectives on Gender Women and Health
3 4
380.666 Women’s Health 3 3
Evaluation of Strategies to Promote Population Health (Choose 1)
380.667 Women’s Health Policy 3 4
380.768.81 Selected Topics in Women’s Health and Women’s Health Policy
4 1
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
120.620 OR Fundamentals of Reproductive Biology 3 1
120.620.81 Fundamentals of Reproductive Biology 3 2
Electives
Course Number Course Name Units Term
Principal Health Concerns
380.664 Reproductive and Perinatal Epidemiology 4 4
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
4 2
380.762.81 HIV Infection in Women, Children & Adolescents 4 4
380.663 Gender-Based Violence Research, Practice and Policy: Issues and Current Controversies
3 4
550.629 The Epidemiology of LGBT Health 3 2
410.683.60 Global Perspectives On LGBT Health 3 3
Evaluation of Strategies to Promote Population Health
380.624 OR Maternal and Child Health Legislation and Programs 4 2
380.624.81 Maternal and Child Health Legislation and Programs 4 2
380.665 Family Planning Programs and Policies 4 3
Frameworks for Evaluating Principal Health Concerns
380.668 International Perspectives on Gender Women and Health
3 4
380.666 Women’s Health 3 3
380.667 Women’s Health Policy 3 4
380.662 Critiquing the Research Literature in Maternal Neonatal and Reproductive Health
4 2
PFRH Doctoral Seminars 2018-19
2018-2019 PFRH Student Handbook 83
PFRH Doctoral Seminars
Formal seminars are required for all PFRH doctoral students from the first year until students successfully complete their
preliminary oral exam. They are described below. The seminar in the first and second term of the first year is planned
based on students’ interests.
First-year Doctoral Seminars in Population, Family and Reproductive Health; First and Second Term Course Objectives:
These seminars are designed to facilitate students’ transitions into the PFRH doctoral program, introduce skills to help
students succeed in the program, and develop students’ ability to formulate scientific questions.
At the end of the seminar, students will be able to:
Describe the requirements, timeline, and benchmarks of the PFRH doctoral program
Locate opportunities and resources for doctoral students within PFRH, JHBSPH, and JHU
Read scientific articles effectively and efficiently
Describe the nature of scientific questions and how they are identified
Explain the role of the scientific community in the research process
Articulate their area of specialization orally and in writing
First-year Doctoral Seminars in Population, Family and Reproductive Health; Third and Fourth Term Course Objectives:
At the end of these courses, students will be able to:
Develop a research concept based on their individual interests;
Link scientific questions with appropriate research designs;
Discuss strategies for obtaining and managing research funding;
Evaluate different approaches used to communicate research findings; and
Create a plan for their research career both as a student and later as a professional.
Second-year Doctoral Seminars in Population, Family and Reproductive Health; First and Second Term Course Objectives:
At the end of these courses, students will be able to:
Apply diverse conceptual frameworks to public health issues pertinent to PFRH;
Critically evaluate empirical articles addressing public health issues related to PFRH;
Compare and contrast the approaches of various academic disciplines to public health issues of relevance to
PFRH; and
Recognize and critically evaluate common study designs and methods used in research relevant to PFRH.
The first term focuses on integrating life course and demographic methods and approaches across the population focal
areas in the department. The second term builds on the first term experience and is more specific to the student’s chosen
focal area.
PFRH Doctoral Seminars 2018-19
2018-2019 PFRH Student Handbook 84
PFRH Proposal Writing Seminar Course Objectives:
Upon successfully completing this course, students will be able to:
Develop a research question, study aims, and hypotheses to be used in a dissertation proposal;
Conduct a literature review which identifies current research and gaps as they relate to the study and research
questions and aims;
Identify an appropriate study design including study population and methodology, both quantitative and
qualitative;
Identify data sets or setting for data collection;
Examine frameworks and find appropriate frameworks for the study;
Review analytic methods; develop a feasible timeline for the study; consider ethical issues and IRB approval; and
Identify potential funding sources.
Additional Information & Requirements for the PhD Degree
2018-19
2018-2019 PFRH Student Handbook 85
Additional Information & Requirements for the PhD Degree
Research Apprenticeship
PFRH requires that PhD students undertake one or more research apprenticeship activities with one or more faculty
members during their program of study at JHSPH. The goal of this requirement is to ensure that PhD students have a
structured opportunity to master a specific set of competencies which: a) ensure their competence as public health
professionals after graduation; and b) represent skills best learned outside a conventional classroom setting in the context
of an ongoing research program or project.
PhD students may begin activities aimed at fulfilling these competencies as early in their program of study as they wish.
Typically, PhD students begin to plan for this requirement during the second half of their first year and begin the activities
after their first year of studies.
PhD students may proceed to their departmental oral exam without completing the research apprenticeship, although
PFRH encourages them to complete the requirement and competencies before the departmental oral. PhD students who
have not completed the research apprenticeship at the time of their departmental oral exam will be expected at that time
to: a) have demonstrated substantial progress toward their completion; and b) have a concrete plan for completion soon
thereafter.
Progress towards completing this requirement should be a major component of the discussion at the PhD students’ annual
reviews (see next section). PhD students master each of the following six competencies by means of one or several research
apprenticeships. The competencies are:
1. Critical Review of the Literature: PhD students must demonstrate the ability to synthesize and critically review a body of
literature that is more comprehensive than expected for a standard, course term paper.
2. Framing a Research Question: PhD students must demonstrate the ability to identify a “researchable” question.
3. Instrument Development: PhD students must demonstrate the ability to design an instrument for collecting data. This
ability may include identification and evaluation of existing instruments, the ability to adapt existing instruments for new
modalities (e.g. self-administered questionnaire converted to use in a telephone interview), or creating a new instrument.
4. Data Collection: PhD students must document experience with primary data collection including activities related to data
coding and data entry.
5. Data Analysis: PhD students must document experience with analyzing either primary data they collected as part of a
supervised research project or data from a secondary source.
6. Manuscript Preparation: PhD students must have substantially participated in the preparation of a published or
publishable manuscript prepared in the form of an original peer-reviewed journal article; this requirement does not include
papers from thesis research.
PhD students may demonstrate several or even all competencies by means of one research apprenticeship if the activities
involved in the apprenticeship are comprehensive. Alternatively, PhD students may undertake several research activities
over their program of study, each of which results in mastery of one or more competencies.
When a PhD student masters one or more competencies, s/he must indicate on the apprenticeship form the faculty
member who was preceptor for the apprenticeship and the student’s advisor, including the signature of each. The original
form should be submitted to the Academic Program Administrator who will place it in the student’s file and note
completion of each competency on the student’s tracking sheet. Students who master the competencies one-by-one will
typically turn in one form per apprenticeship. It is possible to use previous work to meet one or more of the above
competencies, but at least one must be completed during doctoral studies. Supporting documents must be provided to
validate the competency when completed in previous work.
Additional Information & Requirements for the PhD Degree
2018-19
2018-2019 PFRH Student Handbook 86
PhD students may petition the PFRH Doctoral Committee to certify that they have mastered a competency before they
began the program. In such cases, students should attach to their petition documentation of their mastery (e.g. a senior
authored journal article or letter testifying to the student’s work as project manager of a data collection effort) and a letter
from their advisor expressing support for the request. PhD student may arrange their research apprenticeships with any
faculty of JHU or, with the approval of their advisor, with a qualified researcher outside JHU. The Research Apprenticeship
form may be found at: https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or
in the “PhD Forms” section of this handbook.
Annual Reviews Doctoral Students
JHSPH requires that all doctoral students have a yearly meeting with their academic advisor and other faculty members
from PFRH or other JHSPH departments. This process must begin after the second year of study and occurs annually by mid-
November. Faculty who attend the review may change over the course of a student’s program. The purpose of the meeting
is twofold, serving as an opportunity: 1) for students and faculty to discuss the student’s progress and identify resources
and potential problems as they progress through the program and 2) ensure that PFRH records on student progress are
correct and up-to-date.
Until students complete their schoolwide preliminary exam, the annual meeting is generally held with the academic advisor
and one other PFRH faculty member, usually someone the student and advisor select together. Faculty members from
other JHSPH departments are welcome to attend these early meetings if the student and advisor think it would be helpful.
After a student has passed the Schoolwide Preliminary Exam, it is expected that the meeting will include the thesis advisor
and several other faculty with whom the student is working, including faculty from outside PFRH. The meeting may include
members of the Schoolwide Preliminary Oral Exam Committee who have agreed to help guide the student’s thesis research
on an ongoing basis. Other people (e.g. the Academic Program Administrator) may attend if the student and advisor think it
would be helpful. A least one other faculty besides the students’ advisors (including co-advisors) must participate in the
annual review of doctoral students.
Both students and faculty are responsible for insuring that the annual meetings take place, but students are expected to
initiate the meeting.
Students are required to provide a brief written progress report (no more than 1 or 2 pages) at least one day in advance of
the meeting. If the report is not submitted a day before the meeting and the report is not complete, then the meeting will
need to be rescheduled. This report should list progress toward graduation since the last meeting, including fulfillment of
course requirements and other milestones. Students should bring sufficient numbers of copies of the report for each faculty
member attending the meeting as well as a copy of their transcript.
Students who are working outside the country are encouraged, but not required, to return for advisory meetings. These
students must submit a written progress report by an appointed time, determined by their advisor, for the year(s) not in
residence. The progress and planning report should be longer and more detailed than those submitted by students who
attend in person meetings. The advisor should share this report with other faculty (as in the case of in person meetings) and
then proceed in the same way as above by scheduling a meeting for the advisor and other faculty to review progress with
the student.
The annual review form can be found at:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD Forms”
section of this handbook.
PFRH Comprehensive Examination 2018-19
2018-2019 PFRH Student Handbook 87
PFRH Comprehensive Examination
Objectives
The objectives of the exam are to assess whether or not students are:
Prepared to move from course work to developing a dissertation proposal
Able to demonstrate mastery of core knowledge in their chosen focal area
Able to critically analyze and synthesize empirical and theoretical research
Components
A two-part exam includes:
1. Focal Area Specific Written Examination
A written take-home exam will be given that tests the students’ ability to critically analyze research in their focal
area and to synthesize and integrate both concepts and required methods learned in course work (including
doctoral seminars).
2. Focal Area Oral Examination
The oral exam focuses on content and synthesis of core focal area and public health knowledge, basic research
methods, and follow-up questions on the written examination, providing students an opportunity to clarify written
responses.
Comprehensive Exam and Second Year Doctoral Seminars
The first and second term doctoral seminars in the second year of the doctoral program of study contribute to preparation
for the comprehensive exams. During the first term, students participate in an integrated seminar for all second year
doctoral students in which they review and critique literature based on readings that span the focal areas and integrates
the core demography courses and life course perspectives in health.
In the second term, students work with faculty members in their focal area to critically review and evaluate literature
specific to the area. The readings address the four focal area competencies and methods competencies related to
measurement and study design. When appropriate (as determined by seminar leaders), some focal areas may choose to
meet together to critically review and discuss a subset of readings. A practice take-home exam also is reviewed with all
second year students at the end of the second tern. All second term, second year doctoral seminars meet on the same pre-
determined date and time to provide the opportunity for cross focal area collaboration. Readings from the first and second
term second year doctoral seminars are used as the basis for some oral exam questions.
Oral examination
The in-person oral examination focuses on content and synthesis of knowledge regarding core focal area courses and
research methods and provides students an opportunity to clarify written responses in the take-home written exam. The
oral exam committee includes the advisor and two faculty from the focal area.
The most senior faculty member, other than the student’s advisor, chairs the exam.
The committee membership will be revealed once the student submits his/her take-home exam.
Student will learn whether they passed the written and oral portion of the examination at the conclusion of the oral
examination. If a student receives a conditional pass or fails the exam, the requirements for meeting the conditions or
retaking the exam need to be clear prior to the student leaving the room and also noted on the exam report form.
PFRH Comprehensive Examination 2018-19
2018-2019 PFRH Student Handbook 88
Grading
Faculty participants are provided with general guidance and a rubric for the scope of responses to help assist in grading the
written and oral exam. Point distribution is as follows:
100 points for written exam (60% of total grade)
100 pts for oral exam (40% of total grade)
A passing grade is 70 points for the written and for the oral exam.
Timing
The written take-home comprehensive exam will be distributed via email on a predetermined date and students will have 4
days to complete the take-home exam (e.g., distributed on a Monday at 10am and returned on a Friday at 10 am via a drop
box).
The oral comprehensive exam is up to two hours in duration and includes: a review of the student’s PFRH academic file;
questions related to the written exam, doctoral seminar readings and focal area content; faculty assessment; and time for
final discussion with the student regarding the overall performance of the oral exam. It will take place within 2 weeks of
students submitting the completed written portion of the comprehensive exam and no earlier than 5 calendar days after
submitting the written exam.
Student Eligibility
Students must meet the following criteria to be eligible for the second year comps:
Completed all departmental, focal area, and methods specialization requirements, and have completed any
incomplete grades in all coursework. Waivers will be considered on an individual basis for up to one course to be
taken following the exam (see PFRH policy for waivers); the waived course must be taken within the next two
terms after the comprehensive exam.
Completed four terms of a biostatistics course series (either 140.621-624 or 140.651-654)
Earned a grade of B or better in required PFRH Core Department courses and have an overall grade point average
of 3.0 or better in all coursework.
Departmental Preliminary Oral Examination 2018-19
2018-2019 PFRH Student Handbook 89
Departmental Preliminary Oral Examination
This exam is intended to review the student's proposed research plan and determine that the student is academically
prepared to undertake the schoolwide preliminary oral exam and to carry out thesis research. The examination provides
the student with experience in discussing a research proposal in a formal setting that resembles the School's preliminary
oral. It also is a mechanism to provide the student with constructive commentary on the strengths and weaknesses of the
proposed research, as well as strengths and weaknesses in PFRH content and research design and methods in general.
Students are expected to begin with a 10-minute PowerPoint presentation summarizing their proposal.
In order to sit for the departmental oral examination a student must have completed all required coursework, and passed
the written and oral components of the Department Comprehensive Examination. Students are also expected to complete
a thesis proposal in preparation for the exam. This proposal is completed working closely with their advisor, co-advisor, if
they have one, and other department faculty, as appropriate, to determine if their thesis proposal is of sufficient rigor
before proceeding to the oral exam. The faculty advisor (and co-advisor) is expected to have thoroughly reviewed the
proposal and have approved its quality prior to scheduling the examination. Other examiners or department faculty are not
responsible for approving the proposal prior to the examination
In addition to working with their advisor(s), students are expected to take advantage of the proposal writing seminar. It
provides an opportunity for students to receive feedback from fellow students and the seminar instructor about their
proposed research and proposal. Examples of proposals are available for student review in the proposal writing course
website and provide models of the expected rigor. Sample proposals are also available for faculty review (see Education
Office). Students are expected to discuss feedback received during the proposal writing seminar with their advisor (and co-
advisor).
The Departmental Oral Examination is typically scheduled at least one month before the Schoolwide Preliminary Oral
Examination. It is often wise to begin contacting faculty about service on the schoolwide oral exam committee before the
departmental oral so that paperwork for the schoolwide exam can be submitted as soon as the departmental oral exam is
successfully concluded with an unconditional pass. On the other hand, time between the two exams may be advised for
students whose proposal may need additional refinement or for students who may need additional preparation in
answering questions in an oral exam.
The Departmental Oral Committee should include four members of the PFRH faculty including the student’s thesis advisor
(and co-advisor). In the rare exception, a student may request to have a committee of three members; this request will not
be granted for students with co-advisors. It is important that not all members of the committee have been involved in the
student’s proposal, so that the student has the opportunity to have the proposal evaluated by a faculty member not
involved in the project and or research. If a PFRH faculty member (not including the student’s advisor) has agreed to serve
on the Schoolwide Oral Committee, then that person must also serve as a member of the Departmental Oral Committee.
Faculty with joint appointments in PFRH whose primary appointment is in another University department may serve on the
Departmental Oral Committee, but only if they are not serving as outside members of the Schoolwide Oral Committee.
Students cannot have more than three members from the Department Preliminary Oral Examination on the Schoolwide
Preliminary Oral Examination; co-advisors are two of the three department faculty.
The student and his/her advisor select the committee members for this exam.
The student is responsible for scheduling the exam and a room, reserving multimedia equipment (e.g. laptop, computer)
and filing appropriate administrative forms provided by the Academic Program Administrator at least one month prior to
date of exam. Department room reservations can be scheduled through the Academic Program Administrator. Multimedia
equipment can be reserved through the Department Chair’s Office.
Departmental Preliminary Oral Examination 2018-19
2018-2019 PFRH Student Handbook 90
Students may find the Departmental Preliminary Oral Examination Form at:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD Forms”
section of this handbook.
Students should send an email to all committee members 24 hours before the exam reminding them of the time and place.
The student is expected to give each member of the committee a copy of the thesis proposal for their review no less than
two weeks, preferably three weeks, before the exam. A committee member who does not receive a copy in time may
refuse to serve on the exam.
Staging “mock” oral exams with other students prior to the exam may be helpful. It is particularly helpful to include
students who have completed the process. It also is a good opportunity to get feedback on the PowerPoint presentation.
Possible outcomes of the Departmental Oral Exam are “pass,” “conditional pass,” and “fail.” Students who pass may
proceed to the Schoolwide Oral Examination, although some time delays for proposal revisions may be recommended even
for students who passed the exam. Students who receive a conditional pass must fulfill the specified conditions before
scheduling the Schoolwide Preliminary Oral. The thesis advisor is responsible for ensuring conditions are fulfilled before the
Schoolwide Oral is scheduled. A student who fails must schedule a second Departmental Oral Examination before
proceeding to a Schoolwide Oral.
Schoolwide Preliminary Doctoral Oral Exam 2018-19
2018-2019 PFRH Student Handbook 91
Schoolwide Preliminary Doctoral Oral Exam
Purpose
The purpose of this examination is to determine whether the student has both the ability and knowledge to undertake
significant research in his/her general area of interest. Specifically, the examiners will be concerned with the student's: (1)
capacity for logical thinking; (2) breadth of knowledge in relevant areas; and (3) ability to develop and conduct research
leading to a completed thesis. Discussion of a specific research proposal, if available, may serve as a vehicle for determining
the student's general knowledge and research capacity. However, this examination is not intended to be a defense of a
specific research proposal.
Policy
This exam is a University examination under the jurisdiction of the Graduate Board and is required of all PhD students. The
full-time residency requirement must be successfully fulfilled before the Preliminary Oral Examination is requested.
The Examining Committee must:
1. Include five voting members. Two members MUST be from the sponsoring department; one of these is the
advisor. A third member from the sponsoring department is optional. (LIMIT of 3 members from sponsoring
department; co-advisors are 2 of the 3 members.)
a. The student's advisor of record must serve as a member of the Committee. If a student is in a department
where the advisor serves on the committee, the advisor must be among the members present; an alternate
may not serve for the advisor. The senior faculty member without a primary appointment in the student's
Department will serve as Chair of the Committee and MUST hold the rank of Associate or Full Professor.
b. All faculty members must serve on the Committee representing the department of their primary faculty
appointment. The only instance when the faculty member can serve in his/her joint appointment capacity is
if he/she is the student’s advisor.
c. Most often, the committee is comprised of duly appointed faculty members of a University department and
must hold, at the time of selection, an appointment of Assistant Professor or higher. Occasionally, one
adjunct or one scientist faculty member, but not both, may serve on the Committee. Neither may serve as
the Chair.
d. Access to the most current faculty ranks can be found on the school's website at the following address:
www.jhsph.edu/faculty/directory/list Contact Erin McEvoy, [email protected], with any issues with this
directory.
e. All members of the Committee must be present at the scheduled exam location; teleconference
participation is NOT permitted.
2. Be comprised of three Departments of the University, TWO being from the Bloomberg School of Public Health.
3. Must have appropriate alternate members to serve on the committee. The selection of alternates is very
important for ensuring the exam can take place at the originally scheduled date/time. If you have two members on
your committee from your sponsoring department, you should have one alternate from your sponsoring
department and one from a non-sponsoring department. If you have three members on your committee from your
sponsoring department, then your two alternates should be from a non-sponsoring department, at least one of
which should be of the rank of Associate Professor or higher and from a department other than the chair if one of
the committee members is not from the Bloomberg School of Public Health.
The examination should be taken at the earliest feasible time, not later than the end of the student's third year in
residence, and before significant engagement in dissertation research. If the student fails the Preliminary Oral Examination
and is permitted a re-examination, he/she must be re-examined within one year.
Schoolwide Preliminary Doctoral Oral Exam 2018-19
2018-2019 PFRH Student Handbook 92
Room Scheduling and multimedia/audio/visual equipment requests are the responsibility of the student. Room and
multimedia requests must be submitted to https://my.jhsph.edu/Offices/InformationTechnology/forms/SETForm.aspx
Students who schedule their exam during the summer term are not required to pay tuition for this term as long as they are
registered during the fourth term before the exam or the first term after the exam.
Conduct of Examination and Report of Results
Before presenting the request for the examination, the student shall contact prospective examiners to ensure that they are
available to serve on the committee. Alternates from both PFRH and other departments need to be identified. If one of the
officially appointed members of the committee fails to appear on the date fixed for the examination, one of the previously
approved alternate must be prepared to discharge the responsibility of the absent individual. A preliminary oral
examination may not be held with fewer than five officially approved faculty members in the room. The advisor must be
among the members present; an alternate may not serve for the advisor.
The student is responsible for scheduling the exam and a room and filing appropriate administrative forms provided by the
Academic Program Administrator at least one month prior to date of exam. Students should send an email to all committee
members 24 hours before the exam reminding them of the time and place.
The Schoolwide Preliminary Oral form may be found at:
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
The conduct of this examination should follow guidelines stated in the Graduate Board document entitled, "Suggestions for
the Chair of Graduate Board Oral Examinations." Copies of this document are on file in the Office of Records and
Registration.
Immediately following the examination, the committee must evaluate the success or failure of the student by a closed
ballot prior to any discussion of the candidate's performance.
One of the following results must be reported to the Office of Records and Registration by the committee chair:
Unconditional Pass: If the members each vote "unconditional pass" on the first ballot, this result is reported with no further
discussion. If one or more members vote "conditional pass" or "fail," then the committee should discuss the specific
concerns of those members as discussed in conditional pass below.
Conditional Pass: The committee may decide that further evidence of qualifications is necessary and impose a specified
condition that the candidate must fulfill within a given time period. If at least one member votes for fail or conditional pass
on the immediate closed ballot, then the whole committee must discuss and subsequently vote (with an open ballot) on
possible conditions. Members who feel the need for a condition or failure must convince the others, or vice-versa. The
committee should make a concerted effort to reach a consensus.
If it is not possible to reach a consensus, then the majority will determine whether the final outcome is unconditional or
conditional pass, and the nature of any required condition. In the case of a conditional pass, the committee will remain
appointed until the condition is removed. Terms of the condition and its removal including the date by which fulfillment of
the condition will be completed must be reported by the committee chair in writing to the Office of Records and
Registration.
Failure: If a majority of the committee decides that the candidate has failed the examination, the committee must
recommend a future course of action. The recommendation may be one of the following:
1) No reexamination.
2) Reexamination by the same committee.
3) Reexamination in written form and conducted by the same committee.
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4) Reexamination by a new committee. If the recommendation is for a new committee, then at least one outside
member of the original committee shall be appointed to the new committee and must be approved by the
University Graduate Board.
Report of Examiners
The result of the examination must be recorded on the appropriate line at the bottom of the scheduling form for the
examination. Each member of the committee must sign the form and it must be returned by the chair to the Office of
Records and Registration at the Bloomberg School of Public Health immediately after the examination.
Submission of Thesis Research Documentation Form
Students will have up to six months after the completion of their Schoolwide Preliminary Exam to submit the Thesis
Research Documentation form. The purpose of this form is to verify that students have received the appropriate research
approval for their dissertation.
Students should contact the Office of Graduate Education and Research ([email protected]) for a copy of the Thesis
Research Documentation form.
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Final Doctoral Oral Exam
Policy
The oral defense of the thesis shall be conducted by the Committee of Thesis Readers after the advisor agrees that the
candidate is ready for the formal defense. The advisor must certify in writing that the thesis is in a form that is ready for
defense before the student may distribute the final written document to the thesis readers. During the defense the
committee shall evaluate: (a) the originality and publication potential of the research; (b) the candidate's understanding of
the details of the methodological and analytic work; and (c) the final quality of the written thesis document.
Conduct of Examination
If one of the officially appointed members of the committee fails to appear on the date fixed for the defense, the previously
approved alternate must be prepared to discharge the responsibility of the absent individual. A final oral examination may
not be held with fewer than four officially approved faculty members present in the room. The advisor must be among the
members present; an alternate may not serve for the advisor. The examination will be open to the public. It is the
prerogative of the Examining Committee to decide on the details of conducting the examination. At the conclusion of the
formal presentation by the student, the student, public, and unofficial members of the Faculty Examining Committee will be
excused. At the conclusion of the examination with only the committee present, the committee will then vote with a closed
ballot on the candidate's performance and written thesis, selecting one of the following outcomes:
Acceptable: This choice requires a unanimous vote of the committee indicating an acceptable thesis with only minor
corrections. Minor corrections are considered those that can be comfortably completed within two weeks following the
exam.
Conditionally Acceptable: If one or more members require substantive changes to the thesis, these changes must be
discussed by the committee. Immediately following this discussion, each member who still requires changes will write down
the specific nature of the changes and the time expected for the student to complete them. The appropriately revised
thesis must be submitted to each member for final approval; the committee shall remain appointed until the chair writes a
letter to the associate dean responsible for student academic affairs indicating that all conditions have been met.
Unacceptable: If one or more members feel that the candidate's understanding of the written thesis is inadequate, or that
the thesis in its present form is not acceptable for a doctoral dissertation, then the candidate has FAILED. Re-examination
would be in order unless there is a unanimous recommendation to the contrary. The re-examination will normally be by the
same committee, but a new committee may be selected by the Chair of the Committee on Academic Standards if petitioned
by the student.
Public Seminar
As a culminating experience, the doctoral student will present a formal, public seminar. This requirement provides
experience for the student in preparing a formal seminar; provides the faculty and department with an opportunity to share
in the student’s accomplishment; and gives a sense of finality to the doctoral experience on behalf of the student. The
presentation is expected to not exceed 25 minutes. Students who choose to give a longer presentation should consult their
defense committee about the acceptability of longer presentation.
Report of Examiners
Immediately following the defense, the Examining Committee Chair shall submit a report to the Office of Records and
Registration of the outcome of the examination and any conditions which have been set for additional work or revisions of
the thesis. The written report must include the written statements by individual committee members detailing the specific
changes in the thesis that each requires. An associate dean responsible for student academic affairs shall inform the
student by letter (with copies to the department chair and all readers) of the conclusions of the committee.
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It is the responsibility of the thesis advisor to ascertain that all suggested revisions are incorporated into the final copy of
the thesis. It shall be the individual responsibility of the readers to verify that any revisions suggested by them have been
appropriately incorporated into the final copy. When the thesis is deemed acceptable, the committee chair and the thesis
advisor shall each submit a letter to this effect to the Office of Records and Registration for the attention of the associate
dean responsible for student academic affairs.
The student is not considered to have passed the exam until all specific changes have been made and all letters have been
received. The student should submit a PDF/A copy of the final thesis/dissertation to the Johns Hopkins ETD Submission Tool
http://etd.library.jhu.edu. Instructions for formatting and submitting may be found at http://guides.library.jhu.edu/etd. The
student’s thesis needs approval from Eisenhower Library before a final PDF copy is sent to the department.
Students should refer to the “After the Final Defense” document on the Records and Registration site for details about the
final steps that must be taken in order to complete all school requirements.
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
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Dissertation Guidelines
Abstract
Each dissertation or thesis must contain an abstract immediately following the title page. It should present a succinct
account of the work. The abstract should contain (1) a statement of the problem or theory, (2) procedure or methods, (3)
results and (4) conclusions.
The abstract must be double-spaced and should not be more than 350 words. Unione Matematica Italiana (UMI) editors for
Dissertation Abstracts International will edit any abstract over this limit. Illustrations, graphs, charts or tables are not
permitted in the abstract because they are not permitted by UMI for publication in Dissertation Abstracts International.
The abstract must provide the name of the readers/advisors at the bottom and conform to all requirements for the printing
of the dissertation.
All abstracts must be in English, even if permission has been granted for a dissertation to be written in a language other
than English.
Acknowledgments and Curriculum Vita
If the student desires to make acknowledgments, they should be printed on a separate page. The final page of the
dissertation should contain a brief biographical sketch. This "scholarly life" or "curriculum vita" should record the date and
location of the author's birth and the salient facts of his or her academic training and experience in teaching and research.
Order and Content
1. Front Matter
a. Title page
b. Abstract
c. Preface, including acknowledgments
d. Table of Contents, with titles and page references
e. List of Tables, with titles and page references
f. List of Figures, titles and page references
g. List of Plates, with titles and page references
2. Text
a. Introduction
b. Main body, with the larger divisions and more important minor division indicated by suitable, consistent headings
3. References
a. Appendices
b. Bibliography 4. Curriculum Vitae
Fair Use of Copyrighted Work
If any material copyrighted by others is used in a dissertation/thesis (beyond fair use as legally defined below), the author
must obtain written permission for such use from the copyright holders and must include permission letters when
submitting the dissertation or thesis to the Milton S. Eisenhower Library. Please refer to section on previously published/co-
authored work. Quotations from the works of others must abide by fair use standards. The following statement is from
Section 107 of the Copyright Act of 1976. Limitations on exclusive rights: Fair use:
Notwithstanding the provisions of sections 106 and 106A [17 USCS Sects. 106, 106A], the fair use of a copyrighted work,
including such use by reproduction in copies or phone records or by any other means specified by that section, for purposes
such as criticism, comment, news reporting, teaching (including multiple copies for classroom use), scholarship, or research,
is not an infringement of copyright. In determining whether the use made of a work in any particular case is a fair use, the
factors to be considered shall include--
(1) The purpose and character of the use, including whether such use is of a commercial nature or is for nonprofit
educational purposes;
(2) The nature of the copyrighted work;
(3) The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
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(4) The effect of the use upon the potential market for or value of the copyrighted work.
The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon consideration of all
the above factors.
Previously Published or Coauthored Material
Students in the sciences and engineering, and sometimes other fields, may wish to use work they have previously published
or coauthored in the dissertation or thesis when the majority of the work and its conceptualization are the student's. In
approving the dissertation, the first reader/advisor certifies that the student has made a significant contribution of original
research to the field as part of the course of study at Hopkins. Request to use work accomplished prior to graduate
enrollment at Johns Hopkins will be denied.
Previously published material must be incorporated into a larger argument that unites the whole work. A common thread
linking the various parts must be identified and made explicit as the papers are joined into a coherent unit. Introductory,
transitional, and concluding sections, as well as a bibliography must be included. Proper credit must be given to co-authors
and to the publisher. Written evidence that permission has been granted by the publisher must accompany the
dissertation.
Discrete, unlinked papers are not acceptable.
Student's Right of Copyright
The dissertation /thesis is the intellectual property of the student. Copyright is automatic, but registration with the
Copyright Office establishes a public record of the copyright claim. Please see below how to register your copyright with the
Copyright Office under “Doctoral Dissertations” and “Master’s Thesis”. Appropriate copyright notice should be printed on
the title page. It should include 1) the symbol © or the letter c in a circle, or the word “Copyright,” or the abbreviation
“Copr;” 2) year of first publication of the work; and 3) the name of the owner of the copyright. An example is shown below.
© 1998 John Doe All Rights Reserved
Embargos and Restrictions
A student may embargo the publication of their dissertation at Proquest/UMI for 6 months, 1 or 2 years and/or restrict the
publication by selecting one or more of the restriction options when filling out the PrQuest/UMI Publishing Agreement
form. If the author selects an embargo for the publication of the dissertation at ProQuest/UMI, the Library will honor this
request by placing the same embargo time on the Library’s copy. The embargo will prevent the work from being viewed by
anyone, even in the Hopkins Community, without the author’s written permission until the specified time period has
elapsed. Or, the author may release the embargo at any time with a written notice to ProQuest/UMI and the Library.
A student may extend an embargo, if there is a legitimate need, by adjusting the ProQuest/ UMI Publishing Agreement form
to reflect the period of time needed. Again the Library will also honor this request with the same stipulations regarding
written permission for viewing and release.
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Copyright Registration
While copyright registration is not generally required for protection, the copyright law provides advantages to copyright
owners who do register. Among these advantages are the following:
Registration establishes a public record of the copyright claim;
Before an infringement suit may be filed in court, registration is necessary for works of U.S. origin and for foreign
works not originating in a Berne Union country. (For information on when a work is of U.S. origin, request Circular
93 from the Library of Congress);
If made before or within five (5) years of publication, registration will establish prima facie evidence in court of the
validity of the copyright and of the facts stated in the certificate; and
If registration is made within three (3) months after publication of the work or prior to an infringement of the
work, statutory damages and attorney's fees will be available to the copyright owner in court actions. Otherwise,
only an award of actual damages and profits is available to the copyright owner.
Copyright registration allows the owner of the copyright to record the registration with the U.S. Customs Service for
protection against the importation of infringing copies.
Doctoral Dissertations
It is the student’s decision whether or not to register a copyright for the dissertation. If registration of copyright is sought,
this can be done in two ways: (1) the student can apply directly for the registration to the Library of Congress by filing the
necessary application and fee (see detailed instructions under Master’s Thesis) (2) the student can authorize UMI to submit
an application for the copyright registration in the student’s name. The UMI form is found inside the Publishing Your
Doctoral Dissertation with UMI Dissertation Publishing pamphlet available through the CBO website
https://www.library.jhu.edu/library-services/electronic-theses-dissertations/. There is a fee for this service which is paid
when the dissertation is submitted to the Milton S. Eisenhower Library. Appropriate copyright notice should be printed on
the title page. For example:
© 1998 John Doe
All Rights Reserved
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Doctoral Timeline
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Monitoring Progress Population, Family and Reproductive Health Doctoral Students
As of the 2018-2019 academic year, the University Doctoral Board requires that each doctoral student, and Post Doctoral Fellow, should receive an annual review during every year in their program. This review is expected to have 3 components:
1. Student self-assessment and Individual Development Plan (IDP) 2. Monitoring of progress in the program 3. Written feedback to the student/Fellow
For PFRH doctoral students, the IDP self-assessment and Annual Review process embody these three components. With AY2018-2019, first and second-year doctoral students will be asked to complete the IDP, which is described in detail below and will be reviewed as part of the students’ meetings with their advisors. PFRH encourages doctoral students to meet regularly and frequently with their advisors. Annual Review. JHSPH, and thus PFRH, requires that all doctoral students have a yearly meeting with their academic advisor and other faculty members from PFRH or other JHSPH departments. A formal annual review meeting and report is required after the second year of study and takes place annually by mid-November. Faculty who attend the review may change over the course of a student’s program. The purpose of the meeting is twofold, serving as an opportunity: 1) for students and faculty to discuss the student’s progress and identify resources and potential problems as they progress through the program and 2) ensure that PFRH records on student progress are correct and up-to-date. Individual Development Plan. The IDP is intended to help PhD students assess their goals, strengths, weaknesses, values, and plans for their future careers. You are expected to complete this at the beginning of your doctoral studies and update it annually. As noted earlier, this IDP is not meant to track progress towards specific degree requirements. These are accomplished by the PFRH department’s Annual Review and credentialing process. Rather, the IDP is designed to assist you in considering your future career goals and how to best ensure your current activities prepare you appropriately for those. If you would like to also complete more self-assessment focused IDPs here are a few:
American Association for the Advancement of Science (AAAS): http://myidp.sciencecareers.org/
University of Michigan: http://faculty.medicine.umich.edu/sites/default/files/downloads/individual_development_plan0.pdf
Stanford University: https://biosciences.stanford.edu/current/idp/forms.html An Individual Development Plan helps with self-assessment, planning, and communication:
An IDP can help you communicate your professional development and career planning needs and intentions to others including your advisor, which can lead to helpful advice and resources.
You can use the IDP to make sure you and your advisor’s expectations are clearly outlined and in agreement so that there are no big surprises, particularly at the end of your training.
The current job market is challenging and research has shown that individuals who perform structured career planning achieve greater career success and satisfaction.
Some of you, especially those early in your studies, may not yet have a firm understanding of where you hope to take your career. The IDP can also help you think about your strengths and weaknesses as you evolve towards career planning.
The IDP is meant as a living document, to be modified as you move through the program and solidify your goals and plan.
Take advantage of this opportunity to reflect on your success and challenges from the previous year and anticipate any successes and challenges in the coming year(s).
Use the questions below as a starting place for thinking; do not feel you need to respond to all, if some are less relevant for you, and feel free to also consider other aspects not included.
We hope that you find this opportunity for reflection helpful and welcome feedback on the process.
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Individual Development Plan PhD Students, Population, Family and Reproductive Health
After completing the IDP, please review it with your advisor(s). This review should be completed in second term for first-year
doctoral students and by first term for second-year doctoral students. Third year and higher students should complete this
before their annual review meeting. The student and advisor(s) should sign the IDP and promptly submit a copy for filing
with the Academic Program Coordinator. Submissions will be documented through the credentialing process.
Name:
Date:
Year of Matriculation:
Department:
Advisor (Primary):
Advisor (Secondary, if applicable):
Short-term scientific/research goals and objectives
For 1st year students:
1. Do you know which area of your field you want to concentrate in?
2. Do you have a specific public health problem that is of primary interest to you?
3. Do you have experience with the methods and approaches used in your planned area of work?
4. What are the main goals you would like to accomplish this year?
For 2nd year students and beyond, and please respond to these by in part referring back to your previous year’s goals, plans,
and challenges:
5. Do you have a clear/defined plan for your research/dissertation work? Outline it here.
6. How confident are you in your ability to complete it by the end of Year 4 or 5?
7. Describe any unusual or unanticipated challenges you faced in the past year in trying to reach the goals you set out previously.
8. What actions have you taken to meet those challenges?
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9. Do you anticipate any challenges in the next year and what can be done to help reduce barriers in the coming year?
10. How can your advisor(s) help you?
Long-term goals
11. What are your long-term goals? (e.g., what activities do you want to be doing on a daily basis 5-10 years after graduation? What career responsibilities do you want to have?).
a. What professional or other factors inform these goals?
b. For each goal, identify 1-2 shorter-term objectives that may help you achieve that goal.
12. What guidance would help you with your development and exploration of career options?
13. Are there factors that you are concerned may negatively affect your progress? What help can your advisor or other faculty/staff provide?
14. List some of your involvements in the following activities in the past year. (First-year students, please respond based on your year prior to matriculation.)
Category Activities
Academic
coursework/training
Your own research
Research led by others
(e.g., RA jobs)
Teaching/Mentoring
Professional development
Conferences
Service/outreach
Wellness
14a. Describe and explain your level of satisfaction with your research progress in the last year.
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14b. Describe and explain your satisfaction with other aspects of your career development in the last year.
15. List the approximate percentage of time spent on each activity in the past year, and what you expect that to look like
in the upcoming year. Note that these percentages are expected to change substantially throughout your academic career.
First year students, respond based on your activity profile for the year before matriculation.
Category % time in past year % time in next year
Academic coursework/training
Your own research
Research led by others (e.g., RA jobs)
Teaching/Mentoring
Professional development
Conferences
Service/outreach
Wellness
16. In the following table mark the 5 or so areas in which you feel you made considerable progress in the past year, as
well as 5 or so that you would like to focus on in the next year. Discuss with your advisor(s) ideas for how to identify
activities in the focus areas.
Area Progress in past year Focus area for next year
Research skills and scientific thinking
Critical reading of scientific literature
Study design
Data analysis
Interpretation of results
Translation of research to practice
Writing
For a scientific publication
For a research proposal
For a lay audience, the media, or practitioners
Grammar/structure
Oral communications
To a specialized scientific audience
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To a lay audience, the media, or practitioners
In a classroom
One on one
English fluency
Leadership/Personnel management
Delegating, providing instruction
Providing constructive feedback
Leading and motivating others
Advocating for change
Professionalism/interpersonal
Identifying and seeking advice
Upholding commitments/deadlines
Maintaining positive relationships
Approaching difficult conversations
Networking
Establishing a professional identity
Project management
Prioritizing work
Planning projects
Budgeting projects
Breaking down complex tasks
Time management
Managing data, finances, and other resources
Bringing a project to completion
Teaching
Course planning
Lecture delivery
Other (specify)
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17. What are specific actions you will take in the next year to reach some of your goals in those focus areas?
The remaining sections have a series of questions you may find helpful to reflect on and discuss with your advisor(s) as
you see fit.
18. Mentoring
Who are the advisors/mentors you interact with now?
Are you getting sufficient mentoring from them?
Name two things your mentor could do better
Name two things you as a mentee could do better
Do you initiate meetings?
Would it be helpful to meet more or less?
Are there other faculty it would be helpful to make connections with?
In reference to your career goals, what resources can your advisor help provide or help you find?
19. Other considerations and factors
Have you prepared a financial plan to support your doctoral studies? Do you have concerns you would like to discuss with your advisor(s)?
What sorts of environments or relationships do you find most helpful for your own success?
Your success as a student and in the longer-term is linked to your wellness. What are you doing to maintain your wellness? Do you want to talk to someone about wellness?
Are there any new collaborations or connections you would like to make in the next year?
What further research activity, other training, or professional development is needed before you can start a career search?
We have reviewed and discussed the IDP.
___________________________________ ____________________________________
Doctoral Student/Date signed Faculty Advisor/Date signed
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PhD Forms
Annual Review 2018
Student’s Name: Year of Matriculation:
Advisor: Secondary Advisor (If applicable):
Degree: Track:
Meeting Date: Meeting Location:
Advisory Committee:
Please list the name of the faculty, their rank and their department. The committee should be comprised of your advisor,
and at least one other faculty member.
1.
2.
3.
4.
Individual Development Plan reviewed: □ Yes □ No: Specify reason__________________
Progress is: □ Satisfactory □ Satisfactory w/ Conditions* □ Unsatisfactory
*Please list any conditions:
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
____________________________________________________________________________________________________
_________________________
Concerns/Recommendations:_____________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________________________________________________
_____________________________________________________________
The committee has met with the student and reviewed his/her annual review progress report.
Student’s Signature _______________________________________________________
Advisor’s Signature _______________________________________________________
Please return completed form to Gilbert Morgan, Academic Program Administrator, Room E4005
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Explanation of Annual Reviews for Doctoral Students
The Johns Hopkins Bloomberg School of Public Health requires that all doctoral students have a yearly review. In the first
two years of the doctoral program, the Doctoral Committee will certify each term that PhD students are in good academic
standing. If a student is not in good academic standing the Academic Program Administrator will notify the student and his
or her advisor, request a remediation plan and monitor the plan while it is in place. Students in their third year of study or
later will be reviewed and certified annually through a meeting with their academic advisor and other faculty members
from both inside and outside the Department of Population, Family and Reproductive Health. All reviews for students who
have passed their comprehensive exams should be completed by November 23, 2018.
Faculty who attend the reviews are likely to change over the course of a students’ program. The purpose of this review is
twofold: 1) it serves as an opportunity for students and faculty to discuss student progress and identify resources for the
student as they progress through the program; 2) it serves as an opportunity to ensure that PFRH records on student
progress are correct and up-to-date.
Until students complete their Schoolwide Preliminary Oral Exam, the annual review is generally held with the academic
advisor and one other PFRH faculty member, usually someone the student and advisor select together. Faculty members
from outside PFRH are welcome to attend these early meetings if the student and advisor think it would be helpful. After a
student has passed the Schoolwide Preliminary Oral Exam, the meeting may include the thesis advisor and several other
faculty members, including from outside PFRH, as deemed necessary. The review may include members of the student’s
Schoolwide Preliminary Oral Exam committee who have agreed to help guide the student’s thesis research on an ongoing
basis. Other people (i.e. the academic program administrator) may attend the meetings if the student and advisor think it
would be helpful. Students should consult their advisors about faculty who should participate in the annual review.
Although students are responsible for insuring that the annual meetings take place, faculty advisors are responsible for
being in contact with advisees about scheduling the meeting. It is helpful if the review is scheduled during the same month
each year to ensure that sufficient time has gone by since the last meeting.
Students are required to provide a brief written progress report (no more than 1 or 2 pages) at least one day in advance of
the meeting. If the report is not submitted a day before the meeting and the report is not complete, then the meeting will
need to be rescheduled. This report should list progress toward graduation since the last meeting, including fulfillment of
course requirements, apprenticeship, and other milestones. Students should bring sufficient numbers of copies of the
report for each faculty member attending the meeting as well as a copy for the student’s file.
After the meeting, the thesis advisor(s) will complete the Annual Review form, review it with the student, and the student
and advisor(s) will sign it. A copy of the student’s written progress report should be attached to the Annual Review Form
and submitted to the Academic Program Administrator, Gilbert Morgan, in Room E4005 by the deadline.
Students who are working outside of the country are still required to complete an annual review via telephone with their
advisor and at least one other faculty member. These students must submit a written progress report by an appointed time,
as determined by the advisor for the year(s) not in local residence. The student progress and planning report should be
more detailed than those submitted by students participating in on-site annual reviews, and students should proceed with
the annual review process outlined above.
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Annual Review Progress Report
Course Progress:
Please list the courses you’ve completed ( you can provide a copy of your tracking form). You and your Committee should
review your latest transcript.
Exam Progress:
Please list the dates that you passed your department preliminary oral and schoolwide preliminary oral examinations or the
anticipated dates you plan to complete these exams.
Exam Date
Department Preliminary Oral Exam
Schoolwide Preliminary Oral Exam:
Research Apprenticeship: Please list any competencies you have completed on the Research Apprenticeship form. Please
provide documentation and advisor signature (PhD Students see page 5.). PhD students who have selected option B should
provide documentation of completion including the student’s advisor and one other faculty)
Certificates Completed (If Applicable) :
Please list any department or schoolwide certificates you have completed or plan to complete.
Teaching Assistant (TA) Experience (If Applicable):
Please list any TA positions you’ve had in the past year or plan to have this year.
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Papers/Presentations:
Please list any posters, presentations or papers you have worked on in the past year.
Dissertation Progress:
Please provide a timeline to outline your progress to date and the expected goals you have for the following year to
complete your dissertation.
Concerns:
Please list any issues or complications you would like your advisor to be aware of that may be affecting your progress.
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PhD Research Apprenticeship
PhD Competency Preceptor
Signature
Date
Advisor Signature
Date
Critical Review of the Literature
Framing a Research Question
Instrument Development
Data Collection
Data Analysis
Manuscript Preparation
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Departmental Oral Examination Form
Please submit completed form to Gilbert Morgan, E4005 no later than two weeks prior to your
Department Oral Exam.
Students are responsible for scheduling the room and setting up multimedia for the exam. The Chair's
office has both a laptop and projector that students may borrow.
Student Name: __________________________Year of Matriculation:_______________________
Degree Program:_____________________ Program Area/Track: _______________
Advisor: _________________________
Exam date: ________________________Time: __________ Location: ______________
Examination Committee Faculty Name/Faculty Rank
1. ____________________________________
2.____________________________________
3. ____________________________________
4. ____________________________________
5. ____________________________________
Date Proposal was sent to Examination Committee ____________________________
_____________________ ________________________
Student Signature Date
_____________________ ________________________
Advisor Signature Date
PhD Forms 2018-19
2018-2019 PFRH Student Handbook 112
Preparing for the Final Defense
Checklist Completed Department Requirements
Confirm with the Department’s Education Office that you have completed all required courses
Submit documentation to Department’s Education Office to complete the competencies for the Apprenticeship
Schoolwide Requirements Prior to Final Defense
Review the timeline with advisor(s) to be certain everyone agrees to timing given need to review,
incorporate feedback, and circulate documents in advance of exams
Discuss Final Defense Committee structure with your advisor
Schedule Exam with Committee members and reserve room and equipment
Submit Final Defense paperwork to the Records and Registration Office at least one month in advance. Click here for the form https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx
Submit copy of final defense to faculty members at least one month in advance
Schoolwide Requirements After Final Defense
Make any required edits to dissertation
Submit final copy of dissertation for approval
Send approval email from the Eisenhower Library to the PFRH Education along with electronic copy of dissertation
Fill out degree survey and graduation registration
PhD Forms 2018-19
2018-2019 PFRH Student Handbook 113
Scheduling the Final Defense
How much time should we allow between submitting our defense paperwork and scheduling the defense?
Students should schedule their final defense one month before they plan to defend. Students planning to defend in the
summer months should give themselves additional time to schedule their defense as many faculty members are out of
town this time of year.
Who can serve on my committee?
There should be at least two department faculty members (including advisor/co-advisor) and two outside members;
representing a total of three departments in the University (two must be within the School of Public Health) on the Final
Defense. The examination may not be held with fewer than four officially approved faculty members in the room. The
advisor must be among the members present; an alternate may not serve for the advisor. One member of the committee
must hold the rank of Associate Professor or full Professor and not hold a joint appointment in the student’s department.
This individual will serve as the Chair of the Final Oral Examination Committee.
Information regarding participation on examinations can be found here
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx and
in the “Appointment of Thesis Readers and Final Oral Exam Form” listed here:
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
Who should we contact about reserving a room and equipment for the final defense?
If a student is planning to schedule their defense in department space (E4611, E4130 or W4517) please contact staff in
Dr. Minkovtiz’s Office or the Education Office. All other rooms and multimedia equipment requests for these rooms can be
scheduled by filling out the following form: https://my.jhsph.edu/Offices/InformationTechnology/forms/SETForm.aspx
Multimedia equipment for department space can be reserved through Gilbert Morgan by filling out this form:
https://my.jhsph.edu/Offices/InformationSystems/Forms/Current%20Forms/SETForm.aspx
What forms do we need to fill out before the final defense?
PhD students need to fill out the “Appointment of Thesis Readers and Final Oral Exam Form.” The forms can be found here:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx
Guidelines regarding the makeup of the committee can be found on the form. Students and their advisors need to sign the
form. The students then submit the form to the Academic Program Administrator who signs the form and obtains the
Department Chair’s signature. Once all signatures have been obtained the Academic Program Administrator will submit the
form to the Office of Records and Registration and the student will receive a confirmation email once the form is received
and processed.
Do we need to check with the PFRH Education Office to ensure we have completed all required classes/requirements before finalizing the defense date?
Yes, students should check in with the Education Office to ensure that all requirements have been completed. The
Education Office will not sign off on the “Appointment of Thesis Readers and Final Oral Exam Form” if the requirements
have not been met. Students should make sure they have submitted their apprenticeship forms as this requirement is
typically the last department requirement needed for graduation.
If we defend over the summer, how many credits do we need to be registered for?
Students need to be registered for a minimum of 3 units. Students are required to pay tuition for the term in which they
defend, including the summer term.
PhD Forms 2018-19
2018-2019 PFRH Student Handbook 114
Are there certain dates we must defend by in order to qualify for graduation?
Yes. There are specific dates student must have their final defense and pass in order to qualify for the three different
graduation dates during the year. The updated calendars can be found annually at
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx under “All
Doctoral Degrees”.
Finalizing the Dissertation and Preparing for Graduation
How many weeks do we have after defending to submit the final dissertation?
It depends on when a student defends and which graduation deadline s/he is trying to meet. Students have through the
add/drop period of each term to submit their final dissertation to the University with the exception of students who defend
during the 4th term. Students who defend during the 4th term have until the last Friday in June to submit their final
dissertation. If a student does not complete all the degree requirements by this time s/he will then need to register for the
following term.
Do I need to have my thesis bound?
No, the department does not require that you to submit a paper copy of your dissertation. You are required to submit an
electronic copy to the Eisenhower Library. Once this copy has been approved, please send a final electronic copy to the
department. Information about this process can be found here:
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
What do I have to do in order for the School to confirm that I have completed all tasks after I have passed my final defense?
Confirm that your Thesis Advisor and Committee Chair have submitted their Thesis Acceptance Letters to the
Office of Records & Registration.
Submit a copy of your dissertation to the Doctor of Philosophy Board to the Milton S. Eisenhower Library (A Level,
Commercial Binding Office, 410-516-8397) Homewood. (PhD only)
Submit Departmental copy(ies) of the dissertation to the Office of Records & Registration.
Please refer to the Office of Records and Registration for a complete list tasks in the file
AFTER THE FINAL THESIS/DISSERTATION DEFENSE “TO DO LIST” found at
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
under “All Doctoral Degrees”.
PART IV – PFRH CERTIFICATE
PROGRAMS
PhD Forms 2018-19
2018-2019 PFRH Student Handbook 116
PFRH Certificate Programs
Adolescent Health
Demographic Methods
Maternal and Child Health
Population and Health
Public Health Advocacy
Public Health Economics
For information on the Educational Objectives, Requirements and Course of Study for each Certificate, please
visit https://www.jhsph.edu/academics/certificate-programs/ or contact Gilbert Morgan, [email protected].
Please discuss your interest in pursuing a Certificate with your academic advisor!
Part V – APPENDICES
Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19
2018-2019 PFRH Student Handbook 119
Appendix - PFRH Courses by Term, Focal Areas and Certificates
Course Title Course Number
Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA
Lessons In Leadership: Applications
For Population, Family And
Reproductive Health I
380.880.01 1-4
Elec.
Life Course Perspectives On Health 380.604.01 1st
Req. Elec.
Nutrition And Growth In Maternal
And Child Health
380.744.81 1st
Req. Req.
Elec.
Population Dynamics And Public
Health
380.755.81 1st
Elec.*
Couples And Reproductive Health 380.767.01 1st
Elec. Elec.
Elec.
Selected Topics In Women's Health
And Women's Health Policy
380.768.81 1st
Elec. Req.
Elec.
Principles Of Population Change 380.600.01 2nd
Req.
Elec.
Req.
Demographic Methods For Public
Health
380.603.01 2nd
Req.
Req.
Life Course Perspectives On Health 380.604.81 2nd
Req. Elec.
Maternal And Child Health
Legislation And Programs
380.624.01 2nd Req. Req. Req. Req. Elec. Elec. Elec.
Req.
Maternal And Child Health
Legislation And Programs
380.624.81 2nd
Req. Req. Req. Req. Elec. Elec. Elec.
Req.
Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19
2018-2019 PFRH Student Handbook 120
Course Title Course Number
Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA
Critiquing The Research Literature
In Maternal, Neonatal, And
Reproductive Health
380.662.01 2nd
Elec.
Elec. Elec.
Elec. Elec. Elec.
Strategic Leadership Principles And
Tools For Health System
Transformation In Developing
Countries
380.681.01 2nd
Elec.
Masculinity, Sexual Behavior &
Health: Adolescence & Beyond
380.720.01 2nd Elec.
Elec.
Elec.
Elec. Elec.
Nutrition Programs, Policy And
Politics In The United States: The
Impact On Maternal, Child And
Family Health
380.740.81 2nd
Elec. Elec.
Family - Health, Public Health And
Policy
380.742.01 2nd
Elec.
Elec.
Poverty, Economic Development,
And Health
380.756.01 2nd
Req.
Elec. Elec.
Demographic Methods For Public
Health
380.603.81 3rd
Req.
Req.
Fundamentals Of Program
Evaluation
380.611.01 3rd
Elec.
Adolescent Health And
Development
380.623.81 3rd Req. Elec.
Elec.
Req.
Elec.
Attitudes, Programs, And Policies
For Children With Special Health
Care Needs
380.625.01 3rd Elec. Req.
Elec.
Elec.
Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19
2018-2019 PFRH Student Handbook 121
Course Title Course Number
Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA
Children In Crisis: An Asset-Based
Approach To Working With
Vulnerable Youth
380.640.01 3rd Elec. Elec.
Elec.
Elec.
Fundamentals Of Life Tables 380.650.01 3rd
Req.
Clinical Aspects Of Maternal And
Newborn Health
380.661.01 3rd
Req. Req.#
Elec.
Gender-Based Violence Research,
Practice And Policy: Issues And
Current Controversies
380.663.01 3rd Elec.
Elec.$
Family Planning Policies And
Programs
380.665.01 3rd Req.
Req. Req. Elec.
Elec. Elec.
Women's Health 380.666.01 3rd
Req.
Elec. Elec.
International Perspectives On
Women, Gender, And Health
380.668.01 4th
Req.
Issues In Survey Research Design 380.711.01 3rd
Elec.
Migration And Health: Concepts,
Rates, And Relationships
380.750.01 3rd
Req.
Elec.
Elec.
Clinical Aspects Of Reproductive
Health
380.760.01 3rd Elec.
Elec. Req.# Req.
Sexually Transmitted Infections In
Public Health Practice
380.761.01 3rd Elec.
Req.
Elec.
Applications In Program Monitoring
And Evaluation
380.612.01 4th
Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19
2018-2019 PFRH Student Handbook 122
Course Title Course Number
Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA
Child Health Epidemiology 380.616.01 4th
Req.
Elec.
Urban Health In Contemporary
America
380.635.01 4th
Elec.
Elec.
Methods And Measures In
Population Studies
380.651.01 4th
Req.
Reproductive And Perinatal
Epidemiology
380.664.01 4th
Req. Elec. Req. Elec.
Elec. Elec.
Women's Health Policy 380.667.01 4th
Elec. Req.
Elec.
Methods In Analysis Of Large
Population Surveys
380.712.01 4th
Elec.
Schools And Health 380.721.01 4th Elec. Elec.
Elec.
Elec.
The Social Context Of Adolescent
Health And Development
380.725.01 4th Req.
Req.
Elec.
International Adolescent Health 380.747.81 4th Req.
Req.
Elec.
Adolescent Sexual And
Reproductive Health
380.749.01 4th Elec.
Elec.
Elec.
Demographic Estimation For
Developing Countries
380.758.81 4th
Elec.
Sexually Transmitted Infections In
Public Health Practice
380.761.81 4th Elec.
Req.
Elec.
HIV Infection In Women, Children,
And Adolescents
380.762.81 4th Elec. Elec.
Elec. Elec. Elec.
Elec.
Appendix - PFRH Courses by Term, Focal Areas and Certificates 2018-19
2018-2019 PFRH Student Handbook 123
Course Title Course Number
Term AH CH MFP P&H SRH WH CAH CDM CMCH CP&H CPHE CPHA
Preventing Infant Mortality And
Promoting The Health Of Women,
Infants And Children
380.765.81 4th
Elec. Elec. Elec.
Elec. Elec.
Understanding And Changing
International Reproductive Health
Policy
380.771.01 4th Elec.
Req.
Elec.
Population Dynamics And Public
Health
380.755.60 Summer
*Elec.
*Elective by AY 19-20 #Not a requirement for PhD students, but an elective $Only an elective for PhD students
Abbreviation Definitions AH – Adolescent Health CH – Child Health MFP – Maternal, Fetal & Perinatal Health P&H – Population & Health SRH – Sexual& Reproductive Health WH – Women’s Health CAH – Certificate in Adolescent Health CDM – Certificate in Demographic Methods CMCH – Certificate in Maternal Child Health CP&H – Certificate in Population & Health CPHE – Certificate in Public Health Economics CPHA – Certificate in Public Health Advocacy Elec – Elective Req - Required
Appendix – Work Agreement 2018-19
2018-2019 PFRH Student Handbook 124
Appendix - Work Agreement
WORK AGREEMENT
MASTER of SCIENCE in PUBLIC HEALTH (MSPH) INTERNSHIP DEPARTMENT OF POPULATION,
FAMILY & REPRODUCTIVE HEALTH JOHNS HOPKINS BLOOMBERG SCHOOL OF PUBLIC HEALTH
615 N. Wolfe Street, Baltimore, MD 21205 410-614-6676 Student’s Name: Student’s Faculty Advisor: Agency and Address:
Student’s Contact Information during Placement:
Telephone #: E-Mail: Fax #: Primary Preceptor’s Name:
Preceptor’s Title and Contact Information:
Telephone #: E-mail: Fax #:
Inclusive Dates of Placement:
Student’s Weekly Work Schedule (days/hours): Specific Work Objectives (preferably measurable):
Please provide % of time for each objective and attach work objective/job description as appropriate COMPENSATION: ALL NEGOTIATIONS AND ARRANGEMENTS PERTAINING TO A MONETARY AWARD FOR THE STUDENT INTERN MENTIONED ABOVE SHALL BE UNDERTAKEN BETWEEN THE STUDENT AND THE SPONSORING AGENCY WITH THE CONSULTATION AND ADVICE OF THE FACULTY ADVISOR AND MSPH PROGRAM DIRECTOR. ANY AWARD IN THE FORM OF FINANCIAL REMUNERATION IS DISCREET AND HELD IN CONFIDENCE BY THE AFOREMENTIONED PRINCIPALS.
A. Statement of the Student: I have participated in negotiating and writing this work agreement and with my signature certify that it is consistent with my field placement objectives. I will make every
effort to fulfill these objectives during my field placement.
Student Signature/Date
B. Statement of the Agency Preceptor: I have participated in negotiating and writing this
work agreement and with my signature certify that it accurately represents my expectations of the
student. I further agree to arrange space and support services for the student, meet at least once every
two weeks with the student, communicate with the faculty advisor at least once a month, and submit a
written evaluation of the student within two weeks after the placement ends.
Preceptor Signature/Date Please note that during the course of the placement, this agreement may be amended, in writing, with the prior approval of the student, preceptor, and faculty advisor.
Appendix – Student Field Placement Evaluation Report 2018-19
2018-2019 PFRH Student Handbook 125
Appendix - Student Field Placement Evaluation Report
MSPH STUDENT FIELD PLACEMENT EVALUATION REPORT
The MSPH Internship Report is a review and synthesis of a student’s experience in the internship. Its content should include the following:
A. Inclusive dates and total hours
B. Extent to which the placement experience did/did not meet each of the objectives outlined in the work
agreement. 1. For those work agreement objectives which were accomplished, description of how they were
accomplished (append relevant materials, e.g. questionnaires, protocols, manuals, bibliographies, etc.)
2. For those not accomplished, explanation and statement of barriers and problems
C. Relationship of activities to course work
1. Examples of theory and principles of public health reflected in the placement experience
2. Examples of occurrences, observations inconsistent with theory and principles
D. Content, process and quality of orientation and supervision
E. Perception of major areas of growth, learning, skill development during placement
F. Aspects of the setting that limited growth, learning, skill development during placement
G. Recommendations regarding:
1. Placing students in this setting in the future
2. Improving the process of arranging the placement and maximizing its value as a learning experience
3. Changing the curriculum to better prepare students for public health practice
The paper should be typed and double-spaced. Substance is of far greater interest than length. So that students can be candid, this report will not be shared with the agency supervisor or other agency personnel. This report must be submitted to the PFRH MSPH 2nd Year Cohort site on CoursePlus by January 5, 2018.
Appendix – Student Evaluation of Preceptor 2018-19
2018-2019 PFRH Student Handbook 126
Appendix - Student Evaluation of Preceptor
Johns Hopkins Bloomberg School of Public Health
Department of Population, Family and Reproductive Health
Field Placement Evaluation of Preceptor Form
Student’s Name:
Preceptor’s Name:
Agency Name:
Placement Dates:
Student should complete the form and return it to the MSPH program office. Feel free to provide additional comments or details about important areas.
CRITERIA
Excellent
Good
Fair
Needs
Work
Public Health Background and Knowledge
1. Knowledge of Public Health Issues Comment:
2. Knowledge of Public Health Methods Comment:
Professional Conduct and Mentoring
3. Proactive Communication Comment: 4. Accessibility Comment:
6. Giving directions Comment:
7. Giving Feedback Comment:
8. Networking student within the agency Comment:
Project Specific Performance
9. Given appropriate role in project Comment:
10. Project allowed for integration of public
health training into tasks
Comment:
11. Project allowed for the use of public health
skills
Comment:
12. Facilitated the achievement of field
placement goals/objectives
Comment:
13. Facilitated contribution to agency mission Comment:
Overall evaluation of the Preceptor Comment:
Please answer each of these questions (either by inserting typed text after each question or on a separate sheet of paper):
1. Thinking about the overall placement, how frequently did you and your preceptor meet? 2. Were all proposed work objectives successfully completed? Please Explain. 3. In terms of specific skills, what are the preceptor’s major strengths?
4. In terms of specific skills, what are the preceptors’ main areas for improvement?
5. In thinking about future preceptors, what characteristics do they need to be successful? 6. In thinking about future field placements, would you recommend this placement to other students? Please Explain. 7. Other comments:
Appendix – Student Evaluation of Student 2018-19
2018-2019 PFRH Student Handbook 127
Appendix - Preceptor Evaluation of Student
Johns Hopkins Bloomberg School of Public Health
Department of Population, Family and Reproductive Health MSPH Student Field Placement Performance Evaluation by Preceptor
Please submit this completed form to the Masters Assistant Director, Dr. Susan Gross at [email protected], as well as the student that completed the field placement.
Student
Prepared by Organization
Dates of Internship Form Completed
Excellent Above Average
Average Below Average
Poor N/A
Academic preparation
Demonstrated knowledge of public health issues that are pertinent to your organization’s mission
Knowledge or experience with public health tools that are relevant to your organization’s activities (e.g. epidemiological methods)
Professional Conduct
Demonstration of initiative
Followed through on assigned tasks
Effective communication
Appropriate and effective interaction with supervisor
Appropriate and effective interaction with colleagues
Integration of supervisor’s suggestions/constructive criticism
Project Specific performance
Appropriate role in project operation
Integration of didactic training into assigned tasks
Utilization of appropriate public health practice skills (e.g. data collection/management; quantitative/analytical, program planning, literature review, information presentation)
Achievement of internship goals/objectives
Contribution to the Organization’s mission
Overall evaluation of student intern
Would you recommend this student as an intern or job applicant to a professional colleague? Why or why not? Other Comments:
Appendix – Master Essay Topic Form 2018-19
2018-2019 PFRH Student Handbook 128
Appendix - Masters Essay Topic Form
MASTERS ESSAY TOPIC FORM
Student’s Name:
Advisor:
1st reader:
2nd reader:
Title of Essay:
Essay format (check one): ___ Research report ___ Analysis of a public health problem or Legislation position paper
___ Systematic literature review
___ Evaluation of a program/project
IRB approval needed? Yes___ No___
Checklist of skills needed for essay: ___ Literature search & review ___ Program monitoring/evaluation
___ Qualitative data analysis
___ Secondary data analysis
___ Grant writing
___ Policy brief writing
Qualifications of students to complete essay: Student Signature:______________________ Date: __________
SPH Advisor Signature*:______________________ Date:___________
Primary Reader (if different from Advisor)*:_________________________ Date: ___________
*By signing you are approving this essay topic and format
Appendix – Reader Approval Form 2018-19
2018-2019 PFRH Student Handbook 129
Appendix - Reader Approval Form
Reader Approval 2018
TO: Cynthia Minkovitz
William H. Gates Sr. Professor and
Chair PFRH
c/o Kristin Mmari ([email protected] ) DATE: __________________
FROM: __________________
Masters Essay Reader
1st Reader______
2nd Reader______
I have read the Masters Essay for_____________________, and I APPROVE_____
DO NOT APPROVE_____
______________________________ _________________
Signature Date
Appendix – Master’s Essay Distinction Award Nomination Form
2018-19
2018-2019 PFRH Student Handbook 130
Appendix - Master’s Essay Distinction Award Nomination Form
Faculty may nominate students for which they were first readers on their Master’s Essay. The deadline to submit nominations is April 22, 2018 by 5pm. Students may not self-nominate and should not be aware that they have been put forward for the award. Students are not eligible if they were late in submitting their 1st draft and/or final essay. Nominations should be submitted to Kristin Mmari ([email protected]).
Student Name Name of Nominator Compared to other PFRH Master’s essays, please rate(with “X”) the student’s essay on the following criteria:
Top
1% 5% 10% 25% 50%*
Originality
Clarity
Public Health Impact
Contribution to Knowledge
* Please reconsider whether nomination is appropriate. Please describe why you are nominating the student (5 sentences or less):
Please describe the level of independence demonstrated while working on his or her essay (5 sentences or less): If this essay were to be submitted for publication, would the student be listed as first author?
__Yes __No If no, please explain (2 sentences or less):
Appendix – Essay Template 2018-19
2018-2019 PFRH Student Handbook 131
Appendix - Essay Template
The following pages show the template for the Essay. Typing guidelines:
Standard letter size paper 8 ½ by 11
Double spaced/single sided (can single space block quotations)
Type size no smaller than 11 pt.
1 inch margins all around
Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively through to the end of the paper;
Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.
[Essay Title]
[Student Full Name]
First Reader [and advisor]: [Name and Credentials]
Second Reader [and advisor]: [Name and Credentials]
Third Reader: [Name, Credentials and Organization, if applicable]
[Date]
In partial fulfillment of degree requirements for the [Master of Science in Public Health/
Master of Health Science], Department of Population, Family and Reproductive Health
Beginning of Essay