The Global Health MPH Program is an in-residence, full-time, day program where students complete required and elective coursework, a practicum, and a thesis as part of their course of study. Students have access to all University of Washington courses and are encouraged take advantage of classes in other departments. Case studies and applied learning are common approaches, and contributions by students provide a major component of the learning environment.
G H 511 Problems in Global Health (4 cr) Gloyd
Explores social, political, economic, environmental determinants of developing countries' health; traces development of societal responses to problems. Includes: origins of primary healthcare; child survival; traditional systems; population; water; sanitation; international agencies; impact of economic policies. Case study formulating pharmaceutical policy in a developing country.
*EPI 511 Introduction to Epidemiology (4 cr) Kukull
Epidemiologic methods for non-epidemiology majors. Focuses on research designs and methods to describe distribution and determinants of disease and health events in populations; uses quantitative and biomedical information to infer whether causal relationships exist between potential causes and disease in populations.
or
*EPI 512 Epidemiologic Methods I (4 cr) A. PHIPPS, A. ROWHANI-RAHBAR, N. WEISS
Considers principles and methods of epidemiology. Covers measures of disease frequency, descriptive epidemiology, overview of study designs, measures of excess risk, causal inference, screening, measurement error, misclassification, effect modification, and confounding. First in a two course sequence.
and
EPI 513 Epidemiologic Methods II (4) A. PHIPPS, A. ROWHANI-RAHBAR, N. WEISS
Considers how epidemiologic studies may be designed to maximize etiologic inference. Covers infectious disease epidemiologic studies, randomized controlled trials, cohort studies, case-control studies, cross-sectional studies, ecological and multilevel studies, and selected topics such as meta-analysis. Second in a two course sequence.
Students should review the EPI guide to assist with determining if they should take the stand-alone course, EPI 511, or the series, EPI 512/513.
*BIOST 511 Medical Biometry I (4 cr)
Presentation of the principles and methods of data description and elementary parametric and nonparametric statistical analysis. Examples are drawn from the biomedical literature, and real data sets are analyzed by the students after a brief introduction to the use of standard statistical computer packages. Statistical techniques covered include description of samples, comparison of two sample means and proportions, simple linear regression and correlation.
Students wanting to continue the biostatistics series can take BIOST 512 and BIOST 513.
ENV H 511 Environmental and Occupational Health (3 cr)
Effects of exposure to chemical, physical, and biological agents, embracing the community and workplace environments. Current issues, using specific cases from recent literature as basis for classroom discussion and written assignments.
HSERV 510 Society and Health (3 cr)
Provides an overview of three core areas in the social and behavioral sciences of public health practice and research: social determinants of individual and population health, health promotion and disease prevention, and cultural competency and community collaboration.
*Students are strongly encouraged to discuss epidemiology and biostatistics options with their advisors as related to future career goals.
In addition to core coursework, General Track students are required to complete the below courses. Prospective students may also find the degree checklist for this track useful in understanding course requirements.
G H 522 Global Program Management and Leadership (3 cr) Downer
Focuses on management and leadership skills for complex global health settings. Includes personal leadership strengths/values; management dilemmas, data-driven decisions; program planning design and evaluation; and resource management.
G H 531 Research and Evaluation Methods in Global Health (3-4 cr) Mock, O'Malley
Provides an overview of a range of evaluation and research designs used in global health. Students learn practical methodologies to obtain, validate, and analyze information regarding health status, services, and programs. Discusses usefulness, validity, limitation of vital records, health reports, household (and cluster) surveys, and qualitative methods.
or
G H 532 Responsible Conduct of Research: Global and Local (3 cr) A. DRAKE, C. FARQUHAR
Prepares international and U.S. students to develop research proposals; conduct international and domestic field research; and present scholarly work.
G H 593 MPH Workshop (1 cr) Rao (autumn, winter, and spring of first year)
Introduces students to the issues involved in conceptualizing and completing thesis projects and the various international health organizations and faculty members available as resources to projects.
And six Department of Global Health elective credits.
In addition to core coursework, Health Metrics and Evaluation (HME) Track students complete a three quarter seminar for students in the HME track as well as a seminar run by the Institute for Health Metrics and Evaluation. Additional required courses focus on quantitative skill development. Prospective students may also find the degree checklist for this track useful in understanding course requirements.
IHME Seminar, G H 592A
HME Track Seminar, G H 592B
Mortality Analysis for Global Health, G H 590A or Global Burden of Disease, G H 590G
And 15 credits from methodological and analytical courses from a variety of quantitative disciplines
In addition to core coursework, Leadership, Policy and Management Track students are required to complete the below courses. Prospective students may also find the degree checklist for this track useful in understanding our course requirements.
G H 521 Leadership Development in Global Health (3 cr) Campbell
Primarily taught through self and group assessment, case studies and small group work, explores student's leadership and management effectiveness, strengths and weaknesses.
G H 522 Global Program Management and Leadership (3 cr) Downer
Focuses on management and leadership skills for complex global health settings. Includes personal leadership strengths/values; management dilemmas, data-driven decisions; program planning design and evaluation; and resource management.
G H 523 Policy Development and Advocacy for Global Health (3) Katz, Lane
Primarily taught through case- and problem-based learning and small group work, explores complex factors affecting global health policy and how context (e.g., ideology, culture, and history), international institutions, scientific knowledge, and stakeholder interests affect the structure of and changes to a nation's health system and its performance.
G H 531 Research and Evaluation Methods in Global Health (3-4 cr) Mock, O'Malley
Provides an overview of a range of evaluation and research designs used in global health. Students learn practical methodologies to obtain, validate, and analyze information regarding health status, services, and programs. Discusses usefulness, validity, limitation of vital records, health reports, household (and cluster) surveys, and qualitative methods.
or
G H 532 Responsible Conduct of Research: Global and Local (3 cr) A. DRAKE, C. FARQUHAR
Prepares international and U.S. students to develop research proposals; conduct international and domestic field research; and present scholarly work.
G H 593 MPH Workshop (1 cr) Rao (autumn, winter, and spring of first year)
Introduces students to the issues involved in conceptualizing and completing thesis projects and the various international health organizations and faculty members available as resources to projects.
And six Department of Global Health elective credits.
A practicum at a public health institution provides hands-on experience, allowing students an opportunity to apply and learn new public health strategies outside the classroom. The practicum requires between 120-240 hours (3-6 credits) of practical fieldwork. Practicums afford the opportunity to develop and apply certain competencies that tend to be better developed outside of the classroom such as: development of leadership ability and group process skills, political awareness and communication skills, understanding of public and private financing mechanisms, and understanding organizational behavior.
Mariel's practicum took place in Uganda with Makerere University, Health Alliance International and Atlas Coffee. She partnered with a Makerere University student to conduct a situation assessment of women’s reproductive health in Rwenzururu Kingdom, Uganda.
“My practicum experience was amazing. I learned so much in the six weeks I spent in Uganda. The opportunity to interview women in Uganda and hear their stories about giving birth, the difficulties and pain and trauma, was unbelievable. I also got a lot of really excellent technical experience in submitting to the IRB, writing semi-structured interview questions, interviewing , working with an interpreter, transcribing interviews, coding and analysis and writing a final report. One of the best things was getting to work with all the different partners involved.”
Students complete an original, independent scholarly analysis of a practice-based or research-based project. The objective of the thesis is to generate new knowledge of a public health problem with broad implications or to address a very specific public health problem in a distinct cultural setting. Students work closely with a committee of faculty members who provide advice on the design, implementation, and write up of the thesis. Students spend on average 6-9 months on their thesis.
For a full listing of Global Health MPH theses follow these instructions.
Aradhana returned to her home country of Nepal to complete her thesis project. She collaborated with the Nepal Health Research Council and various non-governmental, private, and public health clinics.
Thesis title: Repeat Abortion and Use of Contraception Among Post-Abortion Women in Nepal - A Prospective Cohort Study.
"My thesis project was as challenging as it was fun to learn so many things at once; the process allowed me to grow immensely. I learned the use of statistical and epidemiological knowledge in conducting a study, managing real life situations around planning and executing data collection, report writing, and presenting my work. I was supported by a fabulous thesis committee and am grateful to my thesis chair, my friends and colleagues, and partner organizations. Most importantly, I am grateful to the bold women who let us in to their lives to try and understand their life experiences; working with them was one of the most amazing aspects of my thesis project."
