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Curriculum
We believe the foundation for improving health and healthcare is the generation and application of knowledge. Therefore, the heart of the program at Yale is training in research complemented by learning how to translate research into practice, whether the arena for change is academic medicine, public policy, or the community. As a result, the core curriculum includes four core courses:
• Biostatistics (~73.5 hours) – Year 1
• Clinical and Health Services Research Methods (~67.5 hours) – Year 1
• Principles and Processes of Community-based Research Approaches (~23.5 hours) – Year 1
• Principles of Health Policy and Management (~38.5 hours) – Year 1
Complementing the core courses are integrating experiences for translational skill development:
• Community practicum
• Research-in-Progress sessions
• Seminar in Leadership Development and Organizational Management
• Seminars in Health Policy and Delivery
• Journal Club
• Informal lunches with potential mentors
• Presentation and Media Training
• Writing Workshop for second year Scholars resulting in a manuscript
• Health Leadership Externship (optional) |
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Clinical Scholars pose with guest speaker Howard Dean.
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2009-2010
Summary of Courses
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Description
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Biostatistics: (Rani Desai)
This course is designed to develop expertise in biostatistical concepts and applications. At the completion of the course, Scholars will be able to:
1. Design appropriate statistical analyses for diverse data sets and studies
2. Conduct bivariate and multivariable statistical analyses
3. Interpret and critique statistical methods used in medical journal literature
Summer (~19, 1.5-hour sessions; plus 6, 1.5-hour biostats labs)
Descriptive and simple statistics (one and two-way analyses including ANOVA and simple linear regression; non parametric analysis)
Fall (~16, 1.5-hour sessions)
Multivariate analyses (linear regression, logistic regression, survival analyses)
Spring (~8, 1.5-hour sessions)
Special topics: hierarchical analyses, Poisson regression, general linear models, repeated measures and longitudinal analysis, weighting, factor analyses, Bayesian analysis, meta-analysis (invited lecturers)
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Clinical and Health Services Research Methods: (Mayur Desai/Leslie Curry)
The course is designed to build expertise in quantitative, qualitative and mixed research methodologies. At the completion of the courses, Scholars will be able to:
1. Calculate and interpret epidemiological parameters
2. Identify the strengths and weaknesses of various study designs
3. Design study protocols to examine diverse topics in clinical and health services research using either/both quantitative and qualitative methods
4. Critique published studies in terms of their research methodologies
5. Understand the implications of various methodological approaches for internal and external validity of the study
Summer (~11, 2-hour sessions–Quantitative; ~7, 1.5 hour sessions–Qualitative)
• Principles of clinical and health services research, quantitative methods (Desai)
• Principles of clinical and health services research, qualitative methods (Curry)
Fall (~10, 1.5-hour sessions–Quantitative; ~4, 2-hour sessions–Qualitative)
• Special topics in clinical and health services research, such as, implementing longitudinal studies, RCT, power and sample size, others (invited lecturers)
• Qualitative data coding workshop (Marcella Nunez Smith)
• Use of software in qualitative research (Marcella Nunez Smith)
Spring (~8, 1.5 sessions)
Continuation of special topics such as, case control studies, interaction, evidence-based medicine, clinical prediction rules, measures of effect and association (invited instructors)
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Community-Based Research: (Georgina Lucas/Marjorie Rosenthal/guest lectures)
This course orients Scholars to the theoretical components and practical skills required to conduct community-based participatory research. At the completion of the course, Scholars will be able to:
1. Describe social determinants of health
2. Demonstrate an understanding the community-based research continuum and the role of community-based participatory research in translating research into practice
3. Assess community health using available secondary data and primary data collected through surveys, interviews, focus groups
4. Learn and apply program management skills to community research projects including designing viable work plans and budgets
5. Understand the use of process and summative evaluation, recognize when given approach is most appropriate and describe the value and benefits of each
6. Apply quantitative and/or qualitative methods to the principles of community-based participatory research (CBPR)
Summer (~10 classroom hours)
CBPR Principles and processes; the built environment; social determinants of health, case studies in CBPR
Fall (~8 hours)
Qualitative, quantitative and mixed methods in CBPR; the challenges of identity in doing CBPR; ethics in CBPR; preparing for CBPR projects
Fall-spring (ad hoc/PRN special topic classes)
Possible topics: Community needs assessment; program planning, evaluation and logic model development; building and sustaining relationships; dissemination strategies; writing policy reports
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Principles of Health Policy and Management: (Elizabeth Bradley/Howard Forman)
This course introduces major tenets in health policy and health management. At the end of the course, Scholars will be able to:
1. Describe major components of health care delivery, financing, and regulatory systems in the US
2. Apply several tools to policy and management problems (conduct comparative analyses of alternative policy interventions, design policy implementation plans, perform cost-effectiveness analysis, implement a management problem solving method, and implement tools of quality improvement)
3. Describe the policy and or management implications of their own research
4. Identify health policy and management levers of change to increase the translation and impact of their own research into clinical practice
5. Understand the relationship between the media and various constituencies invested in health care reform
Summer (~8, 2-hour sessions)
Health care financing and delivery system (Forman)
Fall (~9, 1.5-hour sessions)
• Policy agenda setting (Mark Schlesinger)
• The media and healthcare reform (Gretchen Berland)
• Managing the agenda: White House and Executive Branch
• Policy analysis and evaluation I and II (Colleen Barry)
• Policy implementation (Patricia Keenan)
• Setting a state policy agenda (Ellen Scalletar and Josh Rising)
• Implementing state policy (Judith Meyers)
• Influencing state policy from a local level (Elaine O’Keefe)
Spring (~4, 1.5-hour sessions)
• Models of managerial problem solving (Bradley)
• Quality management, organizational culture, and organizational change (Bradley)
• Team-based learning and quality improvement (Ingrid Nembhard)
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Community Practicum: (Georgina Lucas/Marjorie Rosenthal)
Participation in a community practicum will enable Scholars to:
1. Apply skills developed in biostatistics, clinical and health services research methods, and community-based research to current health and healthcare issues in New Haven.
2. Understand challenges and opportunities of working within the parameters of community-based organizations, including policy-making boards and community advisory committees, where decisions concerning research topics, design, and implementation are collaborative in nature
3. Develop skills in working in teams, promoting effective communication and collaboration, and presenting findings to diverse audiences
4. Develop avenues for the RWJ Clinical Scholars to have a positive impact on the health of the New Haven community
5. Demonstrate how clinical and health services research can be translated into action into improve service delivery, policy, and/or systems
6. Learn how to build and implement effective collaborative relationships to achieve common goals
7. Interact with the key players who can influence the health of New Haven
8. Understand the drivers of translating research into practice
Summer of the first year (~20 hours)
Windshield and neighborhood walking tours; history of New Haven; community meetings
Fall of the first year (~2-4 hours/per Scholar/week)
• Identifying possible community projects/community partners
• Put together a preliminary proposal for a project for review by CBR faculty and presentation to Steering Committee on Community Projects
Winter/spring of the first year (~4-6 hours/Scholar/per week)
• Complete initial planning with partner, identify budgetary needs and buy-in needed
• Begin implementation
• Adhoc seminars such as, logic model development, creating a workplan, budgeting
Fall of the second year (~4-6 hours/Scholar/per week)
• Project mentoring
• Continue working on project; probably data collection and perhaps analysis
• Adhoc seminars such as, managing conflict, nurturing relationships, translating work into a scholarly product
Spring of the second year (~4-6 hours/Scholar/per week)
• Finish analysis
• Complete community product and related scholarly product
• Work with community partner on dissemination and continuance (if appropriate)
• Adhoc seminars such as, dissemination and communication strategies
Research-in-Progress: (Cary Gross)
Participation in these sessions enables Scholars to:
1. Present their own research at various stages of development and completion and receive constructive feedback
2. Respond to colleagues’ questions and feedback effectively in a group setting
3. Critique peers’ research and provide constructive feedback for further development
4. Learn to communicate clearly and concisely in a group setting
Fall/spring of first and second year (~24, 2-hour sessions)
Research-in-Progress presentations
Seminar in Leadership Development and Organizational Behavior: (David Berg)
This course is designed to enhance Scholars ability to develop leadership skills throughout their career. Through these sessions Scholars will:
1. Develop the capacity to generate alternative explanations for organizational events by shifting from individual and interpersonal to group, inter-group and organizational levels of analysis
2. Learn a set of behavioral science concepts that can aid both diagnosis and intervention in organizations
3. Practice the ability to describe, reflect on, analyze, conceptualize and construct courses of action for organizational challenges that the Scholars face during their tenure in the program
4. Create an individual action plan for their careers and leadership skills development
Fall of first year (~8, 1.5 hour sessions)
Leadership development
Spring of first year (~8, 1.5-hour sessions)
Leadership development
Fall of second year (~8, 1.5 sessions)
Leadership development
Spring of second year (~ 8, 1.5-hour sessions)
Leadership development
Seminars in Health Policy and Delivery: (Howard Forman/Irwin Birnbaum/Robert Galvin)
Seminars focus on the public and governmental sectors in one year and the private sector in the alternating year. These sessions enable Scholars to:
1. Understand government operations and the role of community, local, state, and Federal governments in regulating healthcare and shaping health care policy
2. Understand the role of the private sector, nonprofit healthcare providers and advocacy groups
3. Create contacts with key current and future leaders in healthcare policy and delivery
Fall/spring of first year (~12, 1.5-hour sessions per year)
Seminar series (selected speakers). During the spring, Scholars meet in Washington, DC with selected health leaders.
Fall/spring of second year (~12, 1.5-hour sessions per year)
Seminar series (selected speakers)
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