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Theses and Dissertations--Public Health (M.P.H. & Dr.P.H.)

Theses/dissertations from 2024 2024.

Cardiovascular Disease among commercially insured adults with type 1 diabetes in the US , 2016-2019 , Orighomisan F. Agboghoroma

Current Linkage to Treatment and Recovery Support Services for Patients with a Substance Use Disorder: A Survey of Kentucky Physicians , Seif Atyia, Terry Bunn, Dana Quesinberry, and Timothy S. Prince

Empirical Insights into Survivorship Care: A Cross-Sectional Study of CoC Accredited Hospitals in Kentucky , Amanda M. Beckett

Changes in Primary Care Availability in Appalachia , Whitney Beckett

Redefining ED Utilization: A Rabies Post-Exposure Prophylaxis Perspective , David Bennington

The Relationship Between Social Vulnerability and Cardiovascular Disease Outcomes in Kentucky , Karcyn Brummett

The Effects of Stigma within the PrEP Care Cascade Among People Who Inject Drugs in Rural Kentucky , Abby Burton

Dental Outreach in Academic Dental Settings , Tisha Clayborn

A Case Study in Prospective Program Evaluation , Sarai Rosemary Combs

A Case Study in Program Evaluation: A Prospective Program Evaluation of Timely Reporting and Action of an Infectious Disease Outbreak , Destiny Cozart

INVESTIGATING THE CORRELATION BETWEEN SOCIAL DETERMINANTS OF HEALTH AND DRUG SELLING AMONG PEOPLE WHO USE DRUGS IN RURAL APPALACHIA, KENTUCKY , Grace A. Debo

Human papilloma virus type 16 seroprevalence among men living with HIV , Ashley Duff

Adolescent Vaccination Rates and Pharmacists' Ability to Prescribe and Administer , Paul Jake Faulkner

Interprofessional Collaboration in a Lung Cancer Screening Learning Collaborative , Angela Fu

Novel cannabinoid use among young adults in Lexington, Kentucky , Victoria A. Hamilton

Evaluating a High School MRSA Prevention Program: A Case Study , Jamie Henning

DEMOGRAPHIC AND BEHAVIORAL CHARACTERISTICS OF PEOPLE WHO HELP OTHERS INJECT DRUGS: A STUDY OF PEOPLE WHO INJECT DRUGS IN APPALACHIA KENTUCKY , Ryli Hockensmith

EVALUATION OF PUBLIC RADON MESSAGING IN KENTUCKY AS COMPARED TO THREE OTHER STATES , Abigail Knapp

Characterizing the Relationship Between the Presence of Depression Risk, Post-Traumatic Stress Disorder, and Benzodiazepine Use to Get High , Julia Kollitz

The Relationship Between Self-Reported Depressive Symptoms at 3 Timepoints and Infant Sleep Practices at 6-Month Follow-Up in a Population of Mothers in Santo Domingo, Ecuador , Kassidy Lane

A Case Study in Program Evaluation: Evaluation of a MRSA Education Program , Kangai Miriti

Program Evaluation Case Study , Grace Mullikin

A Case Study in Evaluation , Laura Nagle

Pharmacy Involvement in Increased Access to Opioid Treatment Programs , Catherine O'Rourke

A Case Study in Program Evaluation , Alyssa Osborne

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Digital Commons @ USF > College of Public Health > Public Health Practice > Theses and Dissertations

Public Health Theses and Dissertations

Theses/dissertations from 2023 2023.

Needs Assessment for a Web-Based Support Resource for Patients with a Pathogenic Variant in LMNA , Dylan M. Allen

Evaluation of a Story-telling Approach to Educate Minority Populations About Inherited Cancer , Celestyn B. Angot

Using the Genetic Counseling Skills Checklist to Characterize Prenatal Genetic Counseling , David A. Cline

Reframing Resistance, Resilience, and Racial Equity in Maternal Health: A Mixed Methods Exploration of Paternal Involvement and the Racial Disparity in Severe Maternal Morbidity , Marshara G. Fross

Student Perceptions of the Nonmedical Use of Prescription Stimulants and Preferences for Health Education , Ana Gutierrez

Relationships between Leading and Trailing Indicators at Construction Sites in Yanbu Industrial City, Saudi Arabia , Anas H. Halloul

Variability of Air Sampling Results Using Air-O-Cell Cassettes , Christina M. Haworth

Use of Silica Dust and Lunar Simulants for Assessing Lunar Regolith Exposure , Layzamarie Irizarry-Colon

The Aging Workforce: How it Relates to Incident Rates within a Distribution Warehouse and a Chemical Manufacturing Building , Elisabeth V. Jones

Fuzzy KC Clustering Imputation for Missing Not At Random Data , Markku A. Malmi Jr.

Piloting a Spanish-language Web-based Tool for Hereditary Cancer Genetic Testing , Gretter Manso

Development of a ddPCR Multiplex to Measure the Immune Response to Borrelia burgdorferi. , Kailey Marie McCain

A Healthcare Claims Investigation of Parasomnia Epidemiology, Associations with Attention Deficit/Hyperactivity Disorder, and REM Sleep Behavior Disorder Correlates , Anh Thy Ha Nguyen

Diet and Salivary Microbiome on Cardiovascular Risk and Glycemic Control in Participants with and without Type 1 Diabetes: The CACTI Study , Tiantian Pang

Evaluation of Two Methods to Estimate Wet Bulb Globe Temperature from Heat Index , Stephi Pofanl

Intimate Conversations: A Mixed-Methods Study of African American Father-Adolescent Sexual Risk Communication , Shanda A. Vereen

Assessment of ISO Heart Rate Method to Estimate Metabolic Rate , Karl Williams

Theses/Dissertations from 2022 2022

Outcomes of a Periodic Exposure Assessment of Workers at a University Campus , Logan M. Armagast

Evaluating the Effect of Public Health Governance Structure and Public Opinion on COVID-19 Disease Control Interventions , Daniel Chacreton

Alpha Synuclein: A therapeutic target and biomarker for Parkinson’s Disease , Max Chase

A Study of Noise Exposures for Amusement Park Employees by Positions and Ride Categories , Danielle M. Dao

Bayesian Network-based Diagnostic Support Tool with Limited Point-of-Care Ultrasound for Work-related Elbow Injuries , Cristina Maria Franceschini Sánchez

Host-Pathogen Coevolution Between Tasmanian Devils (Sarcophilus harrisii) and Devil Facial Tumor Disease , Dylan Garret Gallinson

Measurements of Generalizability and Adjustment for Bias in Clinical Trials , Yuanyuan Lu

Examining the Relationship between Racial Respect among Black Early Childhood Professionals and their Perceptions of Black Children , Kayla Nembhard

Etiology of sterile intra-amniotic inflammation: An exploratory study , Zoe M. Taylor

Evaluating and Improving a Novel Toolkit for Implementation and Optimization of Lynch Syndrome Universal Tumor Screening , Tara M. Wolfinger

Theses/Dissertations from 2021 2021

Exploring Adult Attachment in Intimate Relationships among Women who Were Exposed to Intimate Partner Violence in Childhood: A Convergent Mixed Methods Approach , Ngozichukwuka C. Agu

Comparison of the Effectiveness of Disinfectant-Impregnated Wipes Versus Detergent Wipes for Surface Decontamination , Jacob Amadin

Limited Point of Care Ultrasound Clinical Decision Support Model for Work-related Injuries of the Shoulder Utilizing Bayesian Network , Gwen Marie Ayers

Synthesis of a Multimodal Ecological Model for Scalable, High-Resolution Arboviral Risk Prediction in Florida , Sean P. Beeman

Feasibility of a Virtual Group Nutrition Intervention for Adolescents with Autism Spectrum Disorder , Acadia W. Buro

Defining Codes Based on the Consolidated Framework for Implementation Research in the Context of the Implementing Universal Lynch Syndrome Screening , Jasmine A. Burton-Akright

Americans’ Familiarity, Interest, and Actions with Direct-to-Consumer Genetic Testing , Riley L. Carroll

Does Better A1C Control Worsen Osteoarthritis? An Electronic Health Record Cross-Sectional Study , Sarah C. Cattaneo

Analysis of Post-traumatic Stress Disorder Gene Expression Profiles in a Prospective, Community-based Cohort , Jan Dahrendorff

Differential Privacy for Regression Modeling in Health: An Evaluation of Algorithms , Joseph Ficek

Does Time-Weighted Averaging for WBGT and Metabolic Rate Work for Work-Recovery Cycles? , John W. Flach

Screening of Pregnant Women with Opioid Use Disorder: Identifying Factors Impacting Implementation of Screening Recommendations Using the Theoretical Domains Framework , Tara R. Foti

Epigenetic Potential in an Introduced Passerine , Haley E. Hanson

Face Mask Use to Protect Against COVID-19; Importance of Substrate, Fit, and User Tendencies , Evelyn Kassel

Novel Educational Material for Patients with a Variant of Uncertain Significance (VUS) in a Cancer Risk Gene , Meghan E. Kelley

Mechanisms and Mitigation: Effects of Light Pollution on West Nile Virus Dynamics , Meredith E. Kernbach

Seasonality in Competence to Transmit West Nile Virus for a Widespread Reservoir , Kyle L. Koller

Mealtimes in Early Childhood Education Centers During COVID-19: A Mixed-Methods Assessment of Responsibilities, Interactions, and Best Practices , Joanna Mackie

Development and Validation of an Isothermal Amplification Assay for Eastern Equine Encephalitis Virus , Mikayla D. Maddison

Evaluating the Development and Implementation of Campus-based Sexual and Interpersonal Violence Prevention Programming , Robyn Manning-Samuels

Bait-and-Kill: Targeting a Novel Heme Biochemical Pathway in Hundreds of Cancers , Christopher G. Marinescu

Acclimatization Protocols and Their Outcomes , Ayub M. Odera

Promoting HPV vaccination with vaccine-hesitant parents using social media: a formative research mixed-method study , Silvia Sommariva

Sleep Diagnoses and Low Back Pain in U.S. Military Veterans , Kenneth A. Taylor

Theses/Dissertations from 2020 2020

Journey Mapping the Minority Student’s Path Toward Genetic Counseling: A Holistic Picture , Tatiana E. Alvarado-Wing

Using Observations from the UAW-Ford Ergonomic Assessment Tool to Predict Distal Upper Extremity Musculoskeletal Disorders , Zachariah T. Brandes-Powell

Do Similar Exposure Groups (SEG) differ from Air Force base to Air Force base? A Combat Arms Training and Maintenance (CATM) noise exposure comparison of Moody AFB and MacDill AFB. , Miriam F. Escobar

Predictors of Premature Discontinuation from Behavioral Health Services: A Mixed Methods Study Guided by the Andersen & Newman Model of Health Care Utilization , Shawna M. Green

Non-invasive Sex Determination and Genotyping of Transgenic Brugia malayi Larvae , Santiago E. Hernandez Bojorge

Does Gestational Diabetes Mellitus Increases the Risk of Preeclampsia Among Primigravid Women? , Astha Kakkad

Evaluating Effects of Cancer Genetic Counseling on Several Brief Patient Impact Measures , Alyson Kneusel

Impact of Heat-Related Illness and Natural Environments on Behavioral Health Related Emergency and Hospital Utilization in Florida , Natasha Kurji

The Quantification of Heavy Metals in Infant Formulas Offered by the Florida WIC Program , Naya Martin

Differences in Knowledge Acquisition, Perceived Engagement and Self-Efficacy in Latino Promotores Delivering the Heart Disease Prevention Program Su Corazόn, Su Vida , Samuel Matos-Bastidas

Spatial and Temporal Determinants Associated with Eastern Equine Encephalitis Virus Activity in Florida , Kristi M. Miley

Using Observations from the UAW-Ford Ergonomic Assessment Tool to Predict Low Back Musculoskeletal Disorders , Colins Nwafor

On the Importance of Context: Examining the Applicability of Infertility Insurance Mandates in the United States Using a Mixed-Methods Study Design , Nathanael B. Stanley

Exploration of Factors Associated with Perceptions of Community Safety among Youth in Hillsborough County, Florida: A Convergent Parallel Mixed-Methods Approach , Yingwei Yang

Theses/Dissertations from 2019 2019

The Ability of the U.S. Military’s WBGT-based Flag System to Recommend Safe Heat Stress Exposures , David R. Almario

The Relationship between Continuous Glucose Monitor (CGM) Derived Metrics and Indices of Glycemic Control , Ryan Bailey

“Man plans but ultimately, God decides”: A Phenomenological Investigation of the Contextual Family Planning Beliefs of Recently Resettled Congolese Refugee Women in West Central Florida. , Linda Bomboka Wilson

‘If He Hits Me, Is That Love? I Don’t Think So’: An Ethnographic Investigation of the Multi-Level Influences Shaping Indigenous Women’s Decision-Making Around Intimate Partner Violence in the Rural Peruvian Andes , Isabella Li Chan

An Assessment of the Role of Florida Pharmacists in the Administration of Inactivated Influenza Vaccine to Pregnant Women , Oluyemisi O. Falope

Epidemiological Analysis of Malaria Decrease in El Salvador from 1955 until 2017 , Tatiana I. Gardellini Guevara

Self-Collected Sampling Methods for Chlamydia and Gonorrhea Screening Among College Women: Exploring Patient-Centered Intervention Characteristics , Stacey B. Griner

The Relationship Between Hand and Wrist Musculoskeletal Disorders and Hand Activity and Posture , Warren M. Henry

Speeding Diagnosis and Saving Money Using Point of Care Ultrasound Rather Than MRI for Work-related MSK Injuries , Jared A. Jeffries

Mitigating Barriers to Chronic Disease Risk Factor Prevention and Management in Disadvantaged Communities , Krys M. Johnson

Comparing Family Sharing Behaviors in BRCA Carriers with PALB2 Carriers , Joy E. Kechik

Investigating Air Pollution and Equity Impacts of a Proposed Transportation Improvement Program for Tampa , Talha Kemal Kocak

Exploring Young Women’s Choice to Initiate Use of Long-acting Reversible Contraception: A Mixed Methods Approach , Helen Mahony

Evaluation of Clinical Practices and Needs about Variants of Uncertain Significance Results in Inherited Cardiac Arrhythmia and Inherited Cardiomyopathy Genes , Reka D. Muller

Effects of Medications with Anticholinergic Properties and Opioids on Cognitive Function and Neural Volumetric Changes in Elderly Australians , Malinee Neelamegam

Sundaas Story: A Mixed-Methods Study of Household Sanitation Provisioning in Urban Informal Housing in India , Sarita Vijay Panchang

A Retrospective Study of the Opioid Epidemic and Fentanyl Related Overdose Fatality Cases in a Florida West Coast Medical Examiner District Population , Anne Terese Powell

Using Predicted Heat Strain to Evaluate Sustainable Exposures , Samantha L. Thacker

Isokinetic Sampling Efficiency Differences for Blunt Edge vs Sharp Edge Sampling Probes , Cory A. Treloar

Using the Consolidated Framework for Implementation Research to Investigate Daily Pre-exposure Prophylaxis (emtricitabine/tenofovir DF) Implementation via Community-based HIV Testing Sites in Florida , Deanne E. Turner

“We can learn some things from them, but they can learn some things from us too”: Intergenerational Perceptions of Shared Infant Feeding Information , Alexis L. Woods Barr

Theses/Dissertations from 2018 2018

Comparison of Modeled and Measured Pesticide Concentrations in Air , Trenell Davis Boggans

Effectiveness of Biocide Substitution and Management Plan Implementation for the Control of , Adelmarie Bones

Design, Construction, and Characterization of the University of South Florida Wind Tunnel , Jason S. Garcia

Characterization of Scanning Mobility Particle Sizers For Use With Nanoaerosols , Michael R. Henderson

Validation of the Thermal Work Limit (TWL) Against Known Heat Stress Exposures , Danielle L. Kapanowski

Validation of a New Concept for Measuring Respirable Dusts , Xiao Liu

Occupational Noise Exposure Evaluation of Airline Ramp Workers , Adekunle Ogunyemi

Reduction in Needlestick Injuries Using a Novel Package of Interventions , Kamal Thakor Patel

Ability of the ISO Predicted Heat Strain Method to Predict a Limiting Heat Stress Exposure , Edgar Prieto

Developing the Evidence Base for Mental Health Policy and Services: Inquiries into Epidemiology, Cost-Benefits, and Utilization , Joseph L. Smith

Occupational Sharps Injuries in Medical Trainees at the University of South Florida: A Follow-up Study , Kourtni L. Starkey

Particles in Welding Fumes , Rebecca T. Williams

Theses/Dissertations from 2017 2017

The Effects of Maternal Folate on Fetal Brain and Body Size among Smoking Mothers , Korede K. Adegoke

The Influence of Tropical Forests and Climate Change on the Fates of Select Organic Pollutants in a Jamaican Watershed , Kayon Barrett

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Home > School of Public Health > Public Health Theses Digital Library

Public Health Theses

Theses/dissertations from 2023 2023.

Genome-Wide Association Studies Of Depression And Alzheimer’s: Identifying Pleiotropic Snps , Yara Ahmed Kamel Abdelsalam

Analyzing Pediatric Department Documentation Of Patient Social Needs With Icd-10 Z-Codes, 2019-2020 , Oluwatofunmi Jummie Akinwunmi

Decolonizing Humanitarian Aid: Addressing Racism And Health Inequities In The Context Of Africans Displaced From Ukraine , Nassim J. Ashford

The Ticking Clock: Understanding Time Toxicity While Treating Older Patients With Metastatic Breast Cancer , Swarali Atre

Vector Status Of Aedes Albopictus In Connecticut: Analyses Of Invasion Pattern, Geographic Distribution, And Disease Risk , Meredith Bagger

Barriers To Help-Seeking For Minority College Students During The Covid-19 Pandemic , Jasminder Bains

Community Perspectives On Mental Health Stigma In American Samoa , Vanessa Luzmila Blas

Exploring The Perceptions Of Genetics, Genetics Testing, And Science In People Of African Descent , Maame-Owusua Boateng

Traveler's Diarrhea? The Epidemiology Of Enterotoxigenic Escherichia Coli In Connecticut, 2019-2022 , Nicole Bramlitt

“So We Create Happy Synergies” How An Overall Enabling Environment Helped Lao Pdr Legislate The Who Code On Breastmilk Substitutes: Lessons Learnt , Devina Buckshee

“You Need To Give All Of Yourself To This Field Or It's Not Enough”: A Qualitative Study Of The Medical Education Experience Among Medical Students With Chronic Health Conditions , Peyton Cabaniss

Does Environmental Testing Of C. Difficile Predict Whether A Patient Is Positive With C. Difficile? , David Caccese

Honoring The Household: A Multi-Method Examination Of Family Structure, Harmony, And Conflict Among Asian Americans , Monica Jing Chen

Impact Of Sars-Cov-2 Variants On Vaccine Breakthrough Infections , Nicholas Francis Guagliardi Chen

Racism-Related Stress And Health Behaviors And Outcomes Among Emerging Adult Sexual Minority Men Of Asian Heritage , Lauren Li-Min Chin

Primary Liver Cancer In China From 2000-2020: Evolution Of Epidemiology, Clinical Disease, And Therapy , Wanqing Chi

Prevalence And Correlates Of Suicide Ideation Among Asian American High School Students: Evidence From The 2019 Youth Risk Behavior Survey , Taylor Choe

Childhood Parental Bonding, Perceived Caregiver Burden, And Relationship Quality Among Adult Child Caregivers Of A Parent With Early-Stage Dementia , Denise Chow

Awareness Of Racial Disparities Among Breast Cancer Providers , Inessa Cohen

Do Longitudinal Trends In Caloric Intake Vary By Income, Education, Or Race? , Daniel Davila

Hiv Treatment Patterns Across A Us Data Network: 2012-2021 , Raechel Elizabeth Davis

Understanding The Current Role Of Social Media In American Samoan Adolescent Lives , Mukund Desibhatla

The Use Of Equity-Informed Qualitative Methods In Implementation Science Research To Advance Health Equity: A Scoping Review Of Us-Based Studies , Maryann Deyling

Recommendations For Climate Adaptation To Preserve Connecticut Drinking Water Quality And Quantity , Matthew Salvatore Di Vitto

How Are Dietary Patterns Associated With The Onset Of Diabetes In Samoan Children? , Cassie Lam Du

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Defense and Dissertation Overview

Once a student’s box is checked, the BPH student should set up a one-on-one “Defense Packet Meeting” with the BPH Associate Director to review the Defense and Dissertation Process, which includes reviewing all required materials, logistics, timing, FAS/Harvard Griffin GSAS Form of the Dissertation, sample forms, and to answer student questions related to these processes.

• Defense Committee Chair: One member of the student’s DAC, often the DAC chair, is required to chair the oral defense. This required holdover from the DAC serves the purpose of providing insight to the examiners regarding the path the student has taken in completing the dissertation research. Their primary role is to assess committee satisfaction with the written dissertation, administer the exam, arbitrate any problems that may arise, and make final recommendations for completion of necessary corrections and additions to the dissertation. No other DAC members can serve on the defense committee .
• At least one member must be a BPH faculty member, often from the same academic department.
• One member of the examination committee must be from outside of Harvard University.
• The fourth member may be from either BPH or another Harvard-affiliated program.
• Co-authors and collaborators cannot be members of the Defense committee

DEFENSE TIMING AND FORMAT

• Students should notify the BPH Program as far in advance as possible with the details of the exam. 
• The student is required to notify the BPH office no later than 3 weeks in advance of the defense with the final dissertation title.
• At least two weeks before the date of exam, defense members should be sent copies of the dissertation for review. A copy of the dissertation should also be sent to the BPH program.
• If any defense committee member foresees problems with the exam, they should contact the chair of the defense committee in advance of the meeting. If major problems are found with the written document, the Committee can decide to postpone the oral defense until satisfactory changes are made. While rare in our program, these occasions can involve the insufficient or improper use of statistical methods, grossly overstated conclusions, insufficient background or discussion, or evidence of plagiarism.
• More details about the timing and format are provided in the “Defense Packet Meeting” held with each student.

STIPEND GUIDELINES

If a student successfully defends the dissertation before the 15th of the month, the stipend will be terminated at the end of that month. If the student successfully defends on or after the 15th, the next month’s stipend will be the final month the student is paid, at the discretion of their advisor.

Students are encouraged to speak to their advisors directly about how they should be paid as they complete their graduate work. If an advisor wishes to pay the student for one additional month, beyond what has been explained above, the advisor must notify the department’s financial administrator. For administrative reasons, a stipend cannot be issued to a student after their graduation/degree conferral date.

ORAL DEFENSE PROCEDURES

Part 1: Public Seminar As part of the exam, the PhD candidate will present a public seminar followed by a private oral examination.  The public presentation lasts no longer than 1 hour, which includes time for the advisor’s introduction, the student’s oral presentation and acknowledgements, and time for audience questions and answers.  The Defense Committee is required to attend the public seminar; however, it is customary for members of the defense committee to hold their questions until the private oral exam.

Part 2: Private Oral Examination A private oral examination follows the public seminar.  Initially, the student will be asked to leave the room for several minutes, along with the dissertation advisor if the dissertation advisor has decided to remain for the private exam.  During this time, the committee will discuss the merits of the dissertation, any issues with the dissertation, and areas they may want to focus on during the oral exam.  The student (and advisor if present) is then asked back into the room for the exam.

Each member of the defense committee will direct questions to the candidate based on their review of the dissertation and presentation of the seminar. The Defense Chair will moderate the discussion between the panel and the student.  The closed defense takes up to two hours and involves detailed technical questions as well as broader questions on the conclusions, impact, and limitations of the research.  Dissertation advisors may be present, but they must not participate in the exam (e.g., answer questions posed by the committee).

At the end of the examination, the student (and advisor if present) is once again asked to step out of the room for several minutes.  The Committee will discuss any revisions needed for the thesis and whether these revisions need to be reviewed and by whom.  Once the committee determines the outcomes, the student will be asked back into the room and the Committee provides the student with any [minor] changes needed to the dissertation. While it is extremely rare for the student to fail at this stage, the committee will provide recommendations to the student on their research, communication skills, and development as a scientist, as well as delineating the required changes to the dissertation.

PREPARING FOR THE DEFENSE/WRITING THE DISSERTATION

Students preparing to write and defend their dissertation must review University requirements as outlined in “ Dissertations ” with guidelines published at the Graduate School of Arts and Sciences.

Students are also welcome to visit the BPH Student Lounge (Building 2, Room 113) to look at copies of previous BPH bound dissertations.

Writing the Dissertation Each student must write a comprehensive PhD dissertation on their research topic and the original results of their research. There are a variety of ways a dissertation can be composed, but the core elements described below must be included. The dissertation must show original treatment of the subject, contain a scholarly review of the pertinent literature, provide evidence of independent research of publishable quality, and be clearly, logically, and carefully written. In addition to a compendium of the student’s research, including detailed methods and results, the dissertation must contain a thoughtful discussion of the conclusions, impact, and limitations of the research. The completed work should be critically reviewed by the dissertation advisor before being submitted to the Dissertation Defense Committee.

In some cases, the student has done all of the work in the dissertation; more often portions of the dissertation result from collaborative research. In all dissertations containing collaborative results, the dissertation should indicate concisely who contributed to the work and how.  For example, a chapter containing multi-authored, published work must include a complete reference of the publication and a brief description of the candidate’s and the colleagues’ contributions. For work that is not published but which resulted from multiple researchers, the contributors must be named and respective attributions made clear. This policy allows stylistic flexibility; depending on the amount of collaborative work in the dissertation and the status of publication(s), the attributions can be, preferably, on or accompanying the cover page for each chapter or within an extended acknowledgements section at the end of each chapter. It is recommended that if figures or figure panels are included that are the work of others that the figure panels be clearly identified and the work properly attributed. It is permissible for more than one student to include work from the same collaboration or publication as long as the required attributions are clear, justified, and complete.

Individual chapters can be that of published articles as long as there are also comprehensive Introduction and Conclusion chapters written by the student. While the text can be the same, use of journal reprints as a chapter is not permissible. A word document of the published article must be used, and the pages in the dissertation must be consecutively numbered. Furthermore, the figures and accompanying figure legends must be integrated into the main body of each chapter, preferably following the first mention of the given figure, not clustered at the end of the chapter. Any dissertation that varies significantly from the Graduate School or FAS guidelines, or is not neat and readable, is subject to required stylistic revision before acceptance by the University. (For further information, please visit https://gsas.harvard.edu/academics/dissertations ).

DEFENSE FORMS AND PAPERWORK

Dissertation Acceptance Certificate Before the examination, the BPH Program Office will provide the Defense Committee Chair with a copy of the official Dissertation Acceptance Certificate. This certificate must be signed by all readers of the dissertation at the end of the examination and returned to the BPH Program Office. This certificate will be scanned and sent to the student so it can be inserted as page one of the dissertation prior to the online submission. The student must submit the one original, official copy to the Registrar’s in Cambridge by the appropriate deadline.

If extensive corrections are to be made, the BPH Program Office will hold the certificate until the Defense Committee Chair, and/or assigned reviewer(s) provide a written notification to the BPH Program to confirm that the corrected work has been reviewed and approved.

Dissertation Defense Exam Report The Dissertation Defense Exam Report is completed by the members of the Dissertation Defense Committee to provide a record of any comments or recommendations they may have. The report must be signed by all members immediately after the private exam. The completed report must be submitted to the BPH Program Office at the same time as the Dissertation Acceptance Certificate.

Sample Dissertation Title Page Please click here to see a sample BPH Dissertation Title Page.  Again, please refer to the Dissertation website for guidelines about how to format your dissertation.

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Home > Public Health > SPH_DISS

Public Health Dissertations

Dissertations from 2024 2024.

Distinguishing Collaboration From Other Forms of Group Work to Build and Pilot a New Collaboration Assessment Tool For More Informed and Effective Collaboration , Leigh Alderman

Improving Understanding of Overdose Trends in the United States Using Multiple Surveillance Data Sources , Shannon Casillas

One in Two: Lived Experiences of HIV Seroconversions among Black Sexual Minority Men in the HIV Workforce , Daniel Driffin

Understanding the Role of Mindfulness for Physical Activity Among Black/African American Women with Arthritis , Elizabeth Fallon

Participatory Community-Academic Research Partnerships for Health Equity , Michelle Marcus

Risk and Protective Factors in the Caregiving Context for Violence Exposure Outside of the Home, HIV Risk, and HIV Infection Among Youth Ages 13 to 24 in Lesotho , Elizabeth Perry

Arrested Mobility™: Policy Grounded Health Equity Solutions and Actions for Georgia , Tony Price

Mathematical Modeling to Support Public Health Officials with Evaluating Immunization and Non-pharmaceutical Intervention Strategies During and Outside Periods of Outbreak Response , Gabriel Rainisch

The Place-Based Impacts of Social Determinants of Health: An Examination of Social and Structural Influences , Nikita Rao

COVID-19 Vaccination During Pregnancy Among Women with a Live Birth: Findings from The Pregnancy Risk Assessment Monitoring System, 25 US Jurisdictions, 2021. , Beatriz Salvesen von Essen

Nicotine, Tobacco, Marijuana Use Typologies among Lesbian, Gay, Bisexual, and Transgender Youth and Young Adults in the United States , Michael Brandon Talley

Novel Tools to Measure Latent Tuberculosis Infection Among Populations at Higher Risk in the United States , Laura A. Vonnahme

Dissertations from 2023 2023

Relationships between Body Mass Index, Adiposity Distribution and Treatment Outcomes among Patients with Tuberculosis from the Country of Georgia , Tsira Chakhaia

Application of epidemiologic methods to investigate the heterogenous impact of COVID-19 , Sushma Dahal

Racial/Ethnic Disparities in Tobacco Use, Tobacco Advertising Exposure and Its Effects on Subsequent Tobacco Use Among U.S. Youth , Vuong Van Do

Pandemics, Epidemics, and Public Health Crises– Oh My! An Examination of Tobacco Use During Public Health Emergencies , Robert T. Fairman

Buprenorphine Treatment for Opioid Use Disorder: An Examination of Benefits and Barriers. , Olivia K. Golan

Food Insecurity and Chronic Disease Among Working-Age US Adults , Kiara Maddox

Community Engagement in the International Emergency Response to Ebola, 2014-2016 , Daniel W. Martin

Examing how Nurses' Personal Experiences with Mental Illness Relate to Stigma and Discrimination against People with Mental Illness in Rural Northern Uganda. , Connie Olwit

Patterns of Tobacco Product Use in the US Population using the Population Assessment of Tobacco and Health Study , Wellington C. Onyenwe

Unintended Pregnancies Among Adult Mothers Who Have Not Graduated High School: Family Planning Intentions, Birth Control Practices, and Optimal Interpregnancy Intervals , Alexandria L. Parham

Using Community-Based Participatory Research to Assess the Service Needs of Youth Experiencing Homelessness in Atlanta , Jasmine Rockwell Heard

Virtual Delivery in Home Visiting: A Qualitative Exploration of SafeCare® Provider Experiences During the COVID-19 Pandemic , Ashley E N Watson

Dissertations from 2022 2022

Understanding the Role of Preemption in the United States and the Relationship between State-level Preemption Policies and Vulnerability and Mortality during the COVID-19 Pandemic , Maeh Al-Shawaf

Exploring Issues of Substance Use Among Special Populations , Victoria Churchill

Postpartum Social Support Experiences of Black Mothers with Depression during COVID , Brooke DiPetrillo

Factors Affecting Healthcare Access Among Diverse Populations: Implications for the COVID-19 Pandemic and Beyond , Michelle Mavreles Ogrodnick

Measuring Progress Toward Epidemic Control in a High-Prevalence District: Comparison of Alternate Methods of Incidence Estimation, Trends in HIV Incidence, and Impact of Misclassification on Outcome Estimates in the Chókwè Health and Demographic Surveillance System , Robert Nelson

Analyzing and Contextualizing Experiences of Sexual Violence Among Sexual and Gender Minority Populations , Zainab G. Nizam

A Longitudinal Examination of the Sociality of Cardiovascular Disease and its Most Common Risk Factor, Hypertension , Brenda Parker

Assessing for Social and Economic Inequities in Vocational Rehabilitation Services among Individuals with Intellectual and Developmental Disabilities , Bridgette M. Schram

Comparative Assessment of Methodology to Forecast and Assess the Transmission Potential of Epidemics/Pandemics , Amna Tariq

Role of Anti-tobacco Campaign and Tobacco Marketing in Tobacco Use Behaviors among the US Population , Yu Wang

Public Health and Economic Implications of Non-pharmaceutical Interventions in the State of Georgia , Renee White

Dissertations from 2021 2021

Water Quality in the Chattahoochee River Watershed, 2010-2019: An Analysis of Spatiotemporal Variations of Total Coliforms, Escherichia Coli, Turbidity, and Optical Brighteners along Surface Waters , Sarah N. Anderson

Examining the Relationship between Perceived Neighborhood Context on Sexual Risk Behaviors among Black Men who Have Sex with Men in the South , Terrika Barham

Leveraging Federal Policies to Prevent and Respond to Communicable Disease Outbreaks , Samuel Clasp, DrPH, JM, MPH, CPE

Use of Cigarette and Non-cigarette Combustible Tobacco Products Among African Americans: An Examination of Risk Factors and Protective Factors , Cherell Cottrell-Daniels

Longitudinal Analyses Of Frailty Trajectories Among European Older Adults , Linh Dinh

Differences in the Association between Use of Electronic Vaping Products and Subsequent Tobacco and Marijuana Use among US Youth , Zongshuan Duan

Optimizing Personal Protective Equipment Use and Infection Prevention Behaviors to Protect Healthcare Workers , Kimberly Erukunuakpor

HIV and HCV Outcomes Among People Who Inject Drugs: Identifying those at most risk for transmission and opportunities for prevention , Kimberly N. Evans

Making The Case to Improve the Availability and Reliability of Public Health Spending Data: An Examination of Preventive Care Expenditures among High-Income Countries from 2000 to 2019 , Kristy Hayes

Violence against Children and Youth, Adverse Childhood Experiences, and Their Associated Health Outcomes: Global Perspectives from Nigeria, Zambia, and a Systematic Scoping Review , NaeHyung Lee

A Longitudinal Analysis of Trajectories and Predictors of Fidelity Using the SafeCare Parenting Model , Matthew J. Lyons

Epidemiology of Malaria and Other Diseases of Public Health Importance and Implications for Interventions in High Transmission Settings in Sub-Saharan Africa , Leah Moriarty

Expanding U.S. Unintentional Drug Overdose Surveillance Using Novel Data Sources and Analyses , Desiree Mustaquim

Correlates and Contexts of High-Risk Sexual Behaviors Among Youth in the Slums of Kampala: Implications for HIV Prevention and Program Development , Jane B. Palmier

Post-Tuberculosis Metabolic Disease and Mortality Among Patients Treated for Tuberculosis , Argita Salindri

Characterizing Household Preparedness and Emergency Supply Kit Possession in the United States -- 2020-2021 , Amy Helene Schnall

Local Health Department activities to address health disparities: What do public health practitioners view as impactful? , Shaunda Scruggs DrPH

Hypoglycemia in the Hospital and in the U.S. Population , Payal Suresh Shah

Population-level Characterization of Nocardiosis in the United States , Rita M. Traxler

Understanding and Enhancing the Beliefs and Practices of Parent Educators and the Use of Corporal Punishment by Caregivers , Jyll Walsh

Dissertations from 2020 2020

Characterization of Men with Hemophilia B and Factors Associated with Treatment Practices, Participating in the Community Counts Registry from 2014 to 2018. , Fiona M. Bethea

Justice Involvement and Stress in U.S. Adult Women , Joy Burns

Associations of Chronic Infectious and Non-infectious Disease Comorbidities with HIV Clinical Outcomes , Nang Kyaw

Comparative Assessment of Epidemiological Models for Analyzing and Forecasting Infectious Disease Outbreaks , Kimberlyn Roosa

Predictors of Late Stage Cervical Cancer Diagnoses and Disparities in the U.S. (A Closer Look at the Interactions Between Characteristics of Access, Women & Place) , Yamisha Rutherford

Dissertations from 2019 2019

An Epidemiology of Adolescent Obesity in Latin America and the Caribbean , Lynnette A. Ametewee

An Examination of Family and Provider Factors Predicting Behavior Change in Real-World Implementations of a Behavioral Parenting Model , Jessica Brown

The Impact of Child Maltreatment on Suicidal Ideation, Polysubstance Use, and Sexual Risk Behaviors , Rachel Culbreth

Examining the Relationships between Early Sexual Debut and Social Norms, Sexual Behaviors, and Sexual Violence in Nigerian Girls and Young Women , Natasha Deveauuse-Brown

Encouraging Action During Overdose Events – the Good, the Bad, and the Barriers , Thomas Griner

Race, Discrimination, and Substance Use , Dina Jones

Transgender Women's Health: HIV/AIDS and Beyond... , Krishna Kiran Kota

Dissertations from 2018 2018

Social Media Marketing to Encourage HIV Testing among Young Black College Men , Jamal Jones

Factors Associated with Adults’ Perceptions of Nicotine and Nicotine e-Liquid Harm to Young Children and Associations with Nicotine Handling Behaviors in the Home , Catherine Blanchard Kemp

Measuring Parent Engagement in a Group-based Parent-focused Prevention Program (Legacy for Children TM) to Improve Child Development Outcomes , Akilah Heggs Lee

Differences in Exposure to Perfluorocarbons and Renal and Liver Function among Foreign-Born U.S. Residents , Reynolds A. Morrison

Child Maltreatment Victimization and Adolescent Weapon Carrying: Exploring the Role of In-Home Firearm Access and Parent-Child Relationships , Melissa Osborne

Evaluating Racial and Geospatial Disparities and Contextual Factors in Triple-Negative Breast Cancer among Women with Breast Cancer , Lia Scott

Beyond an Epidemic: Examining the Syndemic Relationship between Alcohol, Violence and HIV among Youth Living in the Slums of Kampala , Malikah Waajid

The Impact of Medical Home on Outcomes for Children with Special Health Care Needs , Rebecca Wells

Child Maltreatment-Related Homicides: Examining Characteristics and Circumstances in the Context of Victim-Perpetrator Relationship , Rebecca Wilson

Opioid Misuse Among Students Pursuing Higher Education , Heather A. Zesiger PhD

Dissertations from 2017 2017

Bicycling for Transportation: Health and Destination, Results of a survey of students and employees from a southern urban university , Joseph M. Bryan

An Examination of the Gender Disparities in Receiving Diabetes-specific Healthcare Services , Matthew Jackson

The Concurrent and Longitudinal Associations of Bullying Perpetration, Acceptance of Partner Violence, and Adolescent Dating Violence Perpetration , Alana M. Vivolo-Kantor

The Connection between Marijuana, Cigarette Smoking and Metabolic Syndrome among Adults in the United States , Barbara Yankey

Dissertations from 2016 2016

Machine Learning Approaches for Assessing Moderate-To-Severe Diarrhea in Children , Tracy L. Ayers

Health Literacy in High-Risk Populations , Iris Feinberg

Evidence-based Child Maltreatment Prevention: An Examination of Risk and Novel Approaches , Katelyn Guastaferro

Quality Improvement in Stroke Care and Its Impact: the Georgia Coverdell Acute Stroke Registry Experience , Moges Ido

Combined Environmental and Social Stressors in Northwest Atlanta's Proctor Creek Watershed: An Exploration of Expert Data and Local Knowledge , Na'Taki Osborne Jelks

Syndromic Surveillance using Poison Center Data: An Examination of Novel Approaches , Kai Yee Law

The Influence of Caregiver Mental Health On Parenting Focused Intervention Service Utilization and Parenting Behavior Change , Tia McGill Rogers

Effects of an Evidence-Based Parenting Program on Physiological Markers of Stress among at-risk Parents for Child Maltreatment , Ashwini Tiwari

Examination of Latin American Community-Based Interventions to Promote Physical Activity in Public Spaces: Analyzing Effectiveness, Applicability and Transferability Across National Contexts , Andrea D. Torres

Access To Care and Social/Community Characteristics and for People Diagnosed and Living with HIV in California, 2014 , William H. Wheeler

Dissertations from 2015 2015

Psychosocial and Oxidative Stress and Health of Adults , Francis Annor

Electronic Cigarettes: Associated Beliefs and Reasons for Use among US Adults , Ban A. Majeed

Exploring Leading Causes of Childhood Morbidity using the Global Enterics Multicenter Study (GEMS), Rural Western Kenya, 2008-2012 , Katharine A. Schilling

Chronic Disease and County Economic Status: Does It Matter Where You Live? , Kate M. Shaw

Arthritis Impact on Employment Participation among U.S. Adults: A Population-based Perspective , Kristina A. Theis

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Research Topics & Ideas: Public Health

50 Topic Ideas To Kickstart Your Research Project

If you’re just starting out exploring public health and/or epidemiology-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research by providing a hearty list of research ideas , including examples from recent studies in public health and epidemiology.

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . These topic ideas provided here are intentionally broad and generic , so keep in mind that you will need to develop them further. Nevertheless, they should inspire some ideas for your project.

To develop a suitable research topic, you’ll need to identify a clear and convincing research gap , and a viable plan to fill that gap. If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, consider our 1-on-1 coaching service .

Public Health-Related Research Topics

• Evaluating the impact of community-based obesity prevention programs in urban areas.
• Analyzing the effectiveness of public smoking bans on respiratory health outcomes.
• Investigating the role of health education in reducing the prevalence of HIV/AIDS in sub-Saharan Africa.
• The impact of air pollution on asthma rates in industrial cities.
• Evaluating the effectiveness of school nutrition programs on childhood obesity rates.
• The role of public health policies in addressing mental health stigma.
• Analyzing the impact of clean water access on infectious disease rates in rural communities.
• The effectiveness of needle exchange programs in reducing the spread of hepatitis C.
• Investigating the impact of social determinants on maternal and child health in low-income neighborhoods.
• The role of digital health interventions in managing chronic diseases.
• Analyzing the effectiveness of workplace wellness programs on employee health and productivity.
• The impact of urban green spaces on community mental health.
• Evaluating the effectiveness of vaccination campaigns in preventing outbreaks of infectious diseases.
• The role of public health initiatives in reducing alcohol-related harm.
• Analyzing the impact of aging populations on healthcare systems.
• Analyzing the impact of urbanization on mental health disorders in metropolitan areas.
• The effectiveness of telemedicine services in improving healthcare access in remote regions.
• Investigating the health impacts of electronic waste recycling practices.
• The role of health literacy in managing non-communicable diseases in aging populations.
• Evaluating the public health response to opioid addiction in rural communities.
• Analyzing the relationship between housing quality and respiratory illnesses.
• The effectiveness of community engagement in improving reproductive health services.
• Investigating the health effects of long-term exposure to low-level environmental radiation.
• The role of public health campaigns in reducing the prevalence of tobacco use among teenagers.
• Analyzing the impact of food deserts on nutritional outcomes in urban communities.

Epidemiology Research Ideas (Continued)

• Investigating the epidemiology of antibiotic-resistant infections in hospital settings.
• The impact of climate change on the spread of vector-borne diseases.
• Evaluating the factors contributing to the rise in type 2 diabetes prevalence.
• Analyzing the epidemiology of mental health disorders in conflict zones.
• The role of epidemiological surveillance in pandemic preparedness and response.
• Investigating the link between environmental exposures and the incidence of childhood cancers.
• The impact of dietary patterns on the prevalence of cardiovascular diseases.
• Evaluating the effectiveness of intervention strategies in controlling obesity epidemics.
• Analyzing the spread and control of zoonotic diseases in rural communities.
• The role of genetic factors in the epidemiology of autoimmune diseases.
• Investigating the socio-economic disparities in cancer incidence and outcomes.
• The impact of urbanization on the epidemiology of infectious diseases.
• Evaluating the public health consequences of occupational exposures to hazardous substances.
• Analyzing the trends and determinants of mental health disorders among adolescents.
• The role of lifestyle factors in the epidemiology of neurodegenerative diseases.
• Investigating the patterns of mental health service utilization during economic recessions.
• The epidemiology of sports-related concussions in youth athletics.
• Evaluating the effectiveness of public health interventions in reducing the spread of tuberculosis in high-risk populations.
• Analyzing the geographic distribution of Lyme disease in relation to climate change.
• The role of international travel in the spread of emerging infectious diseases.
• Investigating the demographic predictors of chronic kidney disease in population-based studies.
• The epidemiological impact of air pollution on asthma and other respiratory conditions.
• Evaluating the long-term health effects of exposure to endocrine-disrupting chemicals.
• Analyzing the incidence and risk factors of post-traumatic stress disorder in first responders.
• The role of socioeconomic status in the prevalence and management of diabetes.

Recent Studies: Public Health & Epidemiology

While the ideas we’ve presented above are a decent starting point for finding a research topic, they are fairly generic and non-specific. So, it helps to look at actual studies in the public health and epidemiology space to see how this all comes together in practice.

Below, we’ve included a selection of recent studies to help refine your thinking. These are actual studies,  so they can provide some useful insight as to what a research topic looks like in practice.

• Tutorials in population neuroimaging: Using epidemiology in neuroimaging research (Godina et al., 2022)
• Application of Big Data in Digital Epidemiology (Naaz & Siddiqui, 2022)
• Response to comment on: Incidence of ocular and systemic disease affecting visual function among state bus drivers (Kohli et al., 2022)
• Why epidemiology is incomplete without qualitative and mixed methods (Lane-Fall, 2023)
• Teaching epidemiology: An overview of strategies and considerations (Hossain, 2022)
• Social Epidemiology: Past, Present, and Future (Roux, 2022)
• Population health assessment project: An innovative strategy for teaching principles of epidemiology (Keen et al., 2022)
• The functions of veterinary epidemiology in public health (Shaffi, 2023)
• Readying the Applied Epidemiology Workforce for Emerging Areas of
• Public Health Practice (Daly et al., 2022)
• Some Social Epidemiologic Lessons from the COVID-19 Pandemic (Schnake-Mahl & Bilal, 2023)
• The Filth Disease: Typhoid Fever and the Practices of Epidemiology in Victorian England by Jacob Steere-Williams (review) (Steere-Williams et al., 2022)
• Epidemiology of Adult Obesity, Measurements, Global Prevalence and Risk Factors (Orukwowu, 2022).
• Which disciplines form digital public health, and how do they relate to each other? (Pan, 2022)
• Information Flow and Data Gaps in COVID-19 Recording and Reporting at National and Provincial Levels in Indonesia (Barsasella et al., 2022). Epidemiology Blog of Neal D. Goldstein, PhD, MBI (Goldstein, 2023)
• Sensitivity analysis of SEIR epidemic model of Covid 19 spread in Indonesia (Rangkuti et al., 2022)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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Home > College of Public Health > Health Promotion, Social & Behavioral Health > Theses & Dissertations

Theses & Dissertations: Health Promotion and Disease Prevention Research

Theses/dissertations from 2024 2024.

From Survivors to Care Providers: A Multi-Dimensional Study on Physical Activity in Cancer Care , Gaurav Kumar

Theses/Dissertations from 2023 2023

Translating a pediatric weight management intervention into medically underserved areas , Caitlin Golden

Understanding the Compositional and Contextual Factors Influencing Maternal Health Experiences and Outcomes , Tambudzai P. Ndashe

Applications of the RE-AIM Framework in Health Promotion , Emiliane L. Pereira

A Community-Based Participatory Research Approach to Addressing Pediatric Asthma Disparities in Douglas County, Nebraska , Aislinn Rookwood

Theses/Dissertations from 2022 2022

Strengthening Capacity for Clinical and Translational Science: A Multi-Method Assessment of Research Capacity Development in a Regional Clinical and Translational Research Network , LaKaija Johnson

Mental Health Promotion, Early Identification & Treatment Services and Supports in Public K-12 School Districts: Three Case Studies to Explore Available Resources, Interventions, and Community Partnerships , Keenan Krick

Understanding the Perceived Risk and Biopsychosocial Impact of the COVID-19 Pandemic on People Living with HIV and Pre-Exposure Prophylaxis Users in Nebraska: A Mixed Methods Approach , Titilola O. Labisi

Contextual Factors and STI/HIV Sexual Risk Behaviors Among Hispanic Youths aged 13 to 24 years , Mariam Taiwo

Depression and Parenting: A Mixed Method Analysis of Some Protective Factors for Depression Among African American Fathers Using a Community-Based Participatory Research Approach , Tatiana Tchouankam

A Study to Determine the Most Important Leadership Skills for Entry-Level Public Health Practitioners , Taelyr Weekly

Theses/Dissertations from 2021 2021

The Development of a Mobile Application to Capture Healthy Eating and Physical Activity Policies and Practices in Family Child Care Homes , Alethea Chiappone

An Explanatory Sequential Mixed Methods Nutrition and Physical Activity Intervention Study on Changes in Knowledge, Self-Efficacy, and Outcome Expectations of Fathers , Sarah Hortman

From Pipeline to Health Equity: A Case Study of Health Profession Pipeline Students , Sonja F. Tutsch

Theses/Dissertations from 2020 2020

Identifying, Adapting, and Implementing a Weight Management Program in Rural Primary Care , Gwenndolyn Porter

Theses/Dissertations from 2019 2019

Health Literacy Changes in a Technology-Enhanced Diabetes Prevention Program , Cody Goessl

God, I Hope This Part of My Life is Over: A Focused Ethnography of a Correctional Youth Facility’s Therapeutic Climate , Eric Meyer

Potentially Reduced Exposure Products, Occupational Variations in Smoking, and Hardcore Smokers: Examining Important Elements in the Tobacco Use Spectrum , Raees A. Shaikh

Theses/Dissertations from 2018 2018

Determining the Adoption and Implementation of Nutrition Policies at Food Pantries Across the United States , Meagan Helmick

Examining Barriers to Sexual and Reproductive Health Services for Adolescents and Young Adults in Nebraska , Marisa Rosen

Theses/Dissertations from 2017 2017

Sex and Sexuality of Breast Cancer Survivors , Aja D. Kneip Pelster

Public Health Perspectives on Sexual Health and Family Planning , Molly McCarthy

Epigenetic Modifications of Human Placenta Associated with Preterm Birth , Drissa Toure

Theses/Dissertations from 2016 2016

Behavioral Care for Children in Urban and Rural Integrated Primary Care , David I. Taylor

Leisure Time Physical Activity Preferences, Behaviors, and Hypertension: Evidence From the China Health & Nutrition Survey, 2004-2011 , Junmin Zhou

Theses/Dissertations from 2015 2015

School Design to Promote Physical Activity , Jeri Brittin

Understanding Access to Health Information: The Role and Measurement of Social Location , Megan S. Kelley

Theses/Dissertations from 2014 2014

Architecture and design for healthy eating in schools , Leah Frerichs

Characterizing culturally relevant food preparation in the home food environment: promoting healthy dietary behaviors in Mexican American families , Teresa Mary Smith

Theses/Dissertations from 2013 2013

Increasing girls' physical activity in afterschool programs through an enhanced staff professional development training , Danae Dinkel

A study measuring the effectiveness of public health leadership institutes: improving skills, instilling behaviors and the limitations that exist in moving towards outcome based results , Brandon Grimm

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Epidemiology, PhD

Bloomberg school of public health, doctor of philosophy degree program.

The  PhD program in Epidemiology  is anchored in public health and quantitative population research and analysis. Students approach research using epidemiologic methods to understand complex human health problems. The PhD comprises two years of coursework followed by two (or more) years of research. Students are required to complete a teaching training curriculum and serve as teaching assistants for methods and topical courses. Additionally, students must successfully complete a written comprehensive exam, a practice oral exam, a preliminary oral exam, multiple oral and poster presentations, and a final dissertation including presentation and defense. The doctoral degree program is designed for individuals with specific career goals in public health research, teaching, and/or leadership.

PhD students focus on the creation of new and innovative knowledge through their research. Training is offered through a core methodologic sequence with the addition of more focused courses in specialized areas. Students are expected to tailor their curricula, working with their advisers to create a comprehensive plan of study and research. PhD dissertations must be based on original research, worthy of publication, and approved by the Department and a committee of thesis (dissertation) readers. PhD students must also be engaged in primary data collection as a component of their dissertation research or embedded in other research during their training here.

The PhD program requires that students:

• Complete at least 64 credits of coursework with a cumulative 3.0 GPA (B or higher average in required courses);
• Successfully pass the departmental comprehensive examination at the doctoral level;
• Complete the teaching assistantship (TA) curriculum, including serving as a TA in 3 departmental courses;
• Present their proposed doctoral research as a professional seminar to the Department;
• Pass the Departmental Oral Examination;
• Pass the Graduate Board Preliminary Oral Examination;
• Fulfill the primary data collection requirement;
• Develop and conduct independent research culminating in a doctoral dissertation in an approved format;
• Present their completed dissertation research in a formal seminar (open to the public);
• Successfully defend their dissertation during the Final Oral Examination.

Students work closely with their advisers and Thesis Advisory Committee to develop their research questions and design their projects to address those questions and to conduct the dissertation research.

Program Requirements

Course location and modality is found on the BSPH website .

Doctoral students in the Department of Epidemiology train to be public health leaders and educators. By following an apprenticeship model, students take courses, learn to teach methods and concepts to a wide audience, conduct a rigorous examination of the existing science, and discover and contribute new knowledge to the field. Thus we require students to complete a residency and participate fully in journal clubs, research-in-progress meetings, programmatic activities, and scientific poster sessions and conferences. Doctoral students serve as teaching assistants, conduct research, and prepare a dissertation of the caliber expected of graduates of Johns Hopkins University. 

A minimum of 64 credits is required to complete a doctoral degree. The residency requirement (completed by maintaining full-time registration of four consecutive terms of at least 16 credits each) must be completed during the first year of the program. To broaden perspective and to enhance the student’s capabilities for work in public health or disease-related fields, at least 18 credits of coursework are required in courses from at least two other departments outside the student’s primary department. At least nine of these credits must be taken at BSPH. Students who have completed a master’s degree at Johns Hopkins Bloomberg School of Public Health, and are continuing into the doctoral program, must complete 18 new credits outside of Epidemiology, in at least two different departments of the school  and  complete 18 credits within the Department of Epidemiology, to establish the grade point average. Of note: University and Schoolwide requirements do not count toward the 18 credits outside of the department.

PhD students are expected to complete the core required courses for a letter grade and earn a B or better in required courses. The minimum grade point average for PhD students is 3.0 on the 4.0 scale.

Track Specific Activities

Each Track holds journal clubs, research-in-progress meetings, and other activities, which Track students are expected to attend. PhD students should take on leadership roles after their first year of study. These activities are opportunities to engage and interact with Track faculty, fellow students, and post-doctoral fellows, and to participate and present in the topic area of the Track.  All doctoral students are expected to participate in their Track. If a student for some reason wishes to switch tracks during the course of their degree, they must schedule a meeting with the Senior Academic Program Manager, Frances Burman ( [email protected] ), and the intended track director to ascertain whether a switch is feasible to still meet graduation requirements in time and to complete a formal form.

Quarterly Doctoral Meetings

Doctoral students and the Doctoral Program Directors meet quarterly. The agenda is developed by the Epidemiology Student Organization (ESO) doctoral student representatives in consultation with the program co-directors. These meetings provide a forum to learn about academic policies and deadlines, for students to raise questions and concerns, and for all to hear the answers. All doctoral students are expected to attend these meetings.

Annual Advising and Planning Meetings with Adviser (Individualized Development Plan)

PhD students must meet at least annually with their primary academic adviser for a formal review of their progress with written feedback and discuss plans for the upcoming year. This is accomplished using the Individualized Development Plan  (IDP). A critical part of any learning is the ability to review knowledge and skills gained, identify gaps, and identify ways to obtain the knowledge, skills, and abilities needed for academic and professional success. Therefore, each PhD student is expected to (at least once annually) review their goals and objectives for pursuing the program, evaluate the progress they have made in obtaining the training desired, and set forth goals for the upcoming academic year. Each student reviews these with their academic adviser to discuss their progress and address any suggested areas for exploration by completing the Individualized Development Plan (IDP). The IDP is not a graded assignment but rather a guidepost for personal growth and reflection. The Johns Hopkins University Provost's Office  provides resources  on its website and a  guided form  for use. Additionally, a handy and thorough example is  linked here  and designed by Science Careers.  

Any template for an IDP may be used; however, the form must include sections for the student to complete on the following topics. There must also be space for adviser comments and feedback:

• Academic and/or thesis research progress of the past year and specific academic and/or research goals for the upcoming year;
• Ideas for ways in which the adviser can help the student achieve the student’s academic or research goals for the coming year;
• Short and long-term professional goals and the types or range of professional sectors of possible interest;
• Specific skills the student wants to develop, or professional areas about which the student wants to learn more; and
• Provide ways the adviser can help the student achieve, or connect the student to resources for, these professional goals.

Doctoral Teaching Assistant (TA) Curriculum Requirements

Purpose of the doctoral ta curriculum.

Learning how to be an effective teacher and communicator about epidemiologic principles and methods is an integral part of doctoral education in epidemiology. Teaching is an opportunity for students to meet several Departmental doctoral program core competencies, enabling students to:

• Interpret and critique epidemiological studies;
• Interpret epidemiologic data and make valid inferences from study findings;
• Communicate effectively in oral and written formats with students, professionals, and the public on issues related to epidemiology and public health; and
• Provide epidemiologic critique and advice by advising students and professionals on epidemiologic concepts and methods and conducting peer review activities

Practicing these skills also prepare students for Department and Preliminary Oral Examinations and for their future careers, whether in academia or in other venues. The full description of the Teaching Curriculum is outlined in the  Policy tab. 

Course Requirements

Academic & research ethics (and avoiding plagiarism) course requirement.

All doctoral students must enroll in PH.550.860 Academic & Research Ethics at BSPH during the first term of doctoral enrollment at the School. The Avoiding Plagiarism at JHU training developed by JHU's Sheridan Libraries course material is contained within the PH.550.860 Academic & Research Ethics at BSPH course. This online course is administered through CoursePlus. All students are required to complete this online course by the end of their first term enrolled. In the course, students are asked to upload two certificates to a CoursePlus DropBox showing completion of both parts of this course:

• Certificate from JHU for the Avoiding Plagiarism module
• Certificate from SPH for completion of the Responsible Conduct of Research module

Students must also send a copy of the certificates to the Senior Academic Program Manager, Frances Burman ( [email protected] ) with their name and “Academic & Research Ethics Requirement” in the subject line of the e-mail.

Responsible Conduct of Research Course Requirement

All doctoral students must fulfill the Responsible Conduct of Research requirement. Please note, while there is a Responsible Conduct of Research module within the PH.550.860 Academic & Research Ethics at BSPH .82, this is a separate requirement and is not fulfilled by that module contained within PH.550.860 Academic & Research Ethics at BSPH .82.  

Additionally, doctoral students who are supported by a National Institutes of Health (NIH) training grant, career development award (individual or institutional), research education grant, or dissertation research grant (including D43, D71, F05, F30, F31, F32, F33, F34, F37, F38, K01, K02, K05, K07, K08, K12, K18, K22, K23, K24, K25, K26, K30, K99/R00, KL1,  KL2, R36, T15, T32, T34, T35, T36, T37, T90/R90, TL1, TU2, and U2R) must repeat this in-person requirement every four years.

This requirement can be met by completing either of the following two courses:

• PH.550.600 Living Science Ethics - Responsible Conduct of Research (1st term) or
• PH.306.665 Research Ethics and integrity  (3rd term)

CEPH Cells to Society Courses

The Council on Education in Public Health designates core knowledge for all public health professionals. The list of courses and term offerings is located  online . Epidemiology degree students are required to complete 8 of the 12 sessions as listed below. Each course is 0.5 credits and is offered only online. Many of these courses can be used as introductions to full-term courses offered in multiple modalities throughout the year.

Departmental Core and Required Courses [subject to change]

The Doctoral Level Core Requirements are listed by year and term for all Epidemiology doctoral students. Students complete CEPH Cells to Society Courses , Core Courses ,  Track-Specific Courses , a  course outside of their track , and recommended courses appropriate to provide a base for their intended research. Students who group their electives and recommended courses in a cohesive theme may wish to complete one of the many  Certificates  offered by the Department and School. Doctoral students who have a strong interest in methodology may apply for and complete the  Concurrent MHS in Biostatistics  while enrolled in the doctoral program.

REQUIRED: Core Courses for all doctoral students in Epidemiology

Core Courses should be completed during the first year of enrollment in preparation for the Written Comprehensive Examinations and as preparation for the Teaching Curriculum.

May be waived if student holds MPH from a CEPH accredited program in past 10 yrs

Courses approved for the "OUTSIDE OF TRACK" requirement

All students must complete one introductory topical epidemiology course outside of the chosen track. Courses approved by the Curriculum Committee to meet this requirement are listed below:

DEPARTMENT-WIDE RECOMMENDED COURSES

1 term, can be taken in any term 1 through 4

Recommended for all four terms during year 2

Specific track requirements will be cross-referenced with the course directory and course system database before listing below.

Track Course Requirements (subject to change)

In addition to the Department-wide Core Requirements, each track requires additional coursework specific to their fields to prepare students to conduct research and serve as leaders. Please see the track-specific requirements and recommended courses listed below. Additionally, the first-year course content is covered in the annual Written Comprehensive Exams. All students may take courses in any of the tracks listed and are encouraged to do so.

Cancer Epidemiology

Courses required  for doctoral students in cancer epidemiology, second year, additional recommended courses for doctoral students in cancer epidemiology .

[Terms and offerings change each year. Always check the course directory for the most up-to-date offerings]

PH.140.651 Methods in Biostatistics I PH.340.616 Epidemiology of Aging   (fulfills an out-of-track requirement) PH.340.696 Spatial Analysis I: ArcGIS PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation  ideally taken in year 2  PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies  should be completed in year 2 or later

PH.140.652 Methods in Biostatistics II PH.340.774 Advanced Theory and Methods in Epidemiology PH.140.630 Introduction to Data Management PH.180.650 Fundamentals of Clinical Oncology for Public Health Practitioners (becomes recommended only when used in addition to Cancer: Cause to Cure) PH.330.603 Psychiatric Epidemiology (fulfills an out-of-track requirement) PH.340.645 Introduction to Clinical Trials (fulfills an out-of-track requirement) PH.340.666 Foundations of Social Epidemiology (fulfills an out-of-track requirement) PH.340.682 Pharmacoepidemiology Methods (fulfills an out-of-track requirement) PH.340.697 Spatial Analysis II: Spatial Data Technologies

PH.140.653 Methods in Biostatistics III PH.140.655 Analysis of Multilevel and Longitudinal Data PH.140.664 Causal Inference in Medicine and Public Health I PH.340.606 Methods for Conducting Systematic Reviews and Meta-Analyses PH.340.694 Power and Sample Size for the Design of Epidemiological Studies I

PH.140.632 Introduction to the SAS Statistical Package PH.140.654 Methods in Biostatistics IV PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop PH.340.644 Epidemiology of Diabetes and Obesity PH.340.600 Stata Programming PH.340.680 Environmental and Occupational Epidemiology (fulfills an out-of-track requirement) PH.120.624 Cancer Biology (becomes recommended only when used in addition to Cancer: Cause to Cure) PH.380.664 Reproductive and Perinatal Epidemiology (fulfills an out-of-track requirement)

Cardiovascular and Clinical Epidemiology

Courses required   for doctoral students in cardiovascular and clinical epidemiology.

Term 1:       

Term 2:     

Term 3:     

Please consider recommended courses appropriate to augment your knowledge in fields of interest

Additional Required Courses for Doctoral Students focusing on Cardiovascular Epidemiology

Additional required course for doctoral students focusing on clinical epidemiology.

Term 2      

Recommended Courses for Doctoral Students in Cardiovascular and Clinical Epidemiology

Term 1 PH.340.687 Epidemiology of Kidney Disease    2 PH.340.731 Principles of Genetic Epidemiology 1  (fulfills and out of track requirement) 4 PH.340.616 Epidemiology of Aging ​  (fulfills and out of track requirement)  3

Term 2 PH.340.624 Etiology, Prevention, and Control of Cancer  (fulfills and out of track requirement)  4 PH.340.627 Epidemiology of Infectious Diseases (fulfills and out of track requirement) 4

Term 3 PH.180.640 Molecular Epidemiology and Biomarkers in Public Health 4  PH.340.606 Methods for Conducting Systematic Reviews and Meta-Analyses * 4 *usually taken in Year 2 

Term 4 PH.340.644 Epidemiology of Diabetes and Obesity (fulfills and out of track requirement) 3 

Skills Courses  (can be taken Year 1 or later with commensurate progress in Biostats series)

Term 4 PH.340.600 Stata Programming   2 PH.140.632 Introduction to the SAS Statistical Package 3

Advanced Methods Courses (recommended in Year 2, review course catalogue for prerequisites)

Term 1 PH.140.641 Survival Analysis 3 PH.140.776 Statistical Computing 3 PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation 3 

Term 2 PH.340.717 Health Survey Research Methods  4

Term 3 PH.140.655 Analysis of Multilevel and Longitudinal Data 4 PH.140.664 Causal Inference in Medicine and Public Health I  4

Additional Recommended Courses for Doctoral Students with a focus in Cardiovascular Epidemiology

Term 1 PH.140.651 Methods in Biostatistics I 4

Term 2 PH.140.652 Methods in Biostatistics II   4 PH.340.620 Principles of Clinical Epidemiology 2

Term 3 PH.140.653 Methods in Biostatistics III  4

Term 4 PH.140.654 Methods in Biostatistics IV 4

Additional Recommended Courses for Doctoral Students with a focus in Clinical Epidemiology 

PH.340.607 Introduction to Cardiovascular Disease Epidemiology  4 PH.340.730 Assessment of Clinical Cardiovascular Disease 2

Term 4 PH.340.803 Advanced Topics in Cardiovascular Disease Epidemiology 2  PH.340.855 SS/R: Biological Basis of Cardiovascular Disease Epidemiology  2

Clinical Trials and Evidence Synthesis

Courses required   for doctoral students in clinical trials and evidence synthesis, recommended  courses  for doctoral students in clinical trials and evidence synthesis.

Term 1 PH.140.651 Methods in Biostatistics I 4 PH.221.722 Quality Assurance Management Methods for Developing Countries 4 PH.340.653 Epidemiologic Inference in Outbreak Investigations 3 PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation 3 PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies 5 PH.390.631 Principles of Drug Development 2 PH.390.673 Ethical and Regulatory Issues in Clinical Research 3 PH.317.600 Introduction to the Risk Sciences and Public Policy 4

Term 2   PH.140.630 Introduction to Data Management 3 PH.140.652 Methods in Biostatistics II  4 PH.340.717 Health Survey Research Methods 4 PH.410.710 Concepts in Qualitative Research for Social and Behavioral Sciences 3

Term 3 PH.140.634 Non-Inferiority and Equivalence Clinical Trials 2 PH.140.642 Design of Clinical Experiments 3 PH.140.653 Methods in Biostatistics III 4 PH.223.664 Design and Conduct of Community Trials 4 PH.340.694 Power and Sample Size for the Design of Epidemiological Studies I 1 PH.340.775 Measurement Theory and Techniques in Epidemiology  4 PH.140.664 Causal Inference in Medicine and Public Health I  4

Term 4  PH.140.654 Methods in Biostatistics IV  4 PH.140.632 Introduction to the SAS Statistical Package 3 PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop 4 PH.221.616 Ethics and Global Public Health Practice 2 PH.223.705 Good Clinical Practice: A Vaccine Trials Perspective 4 PH.224.691 Qualitative Data Analysis  3 PH.390.675 Outcomes and Effectiveness Research 3

Summer Inst PH.330.621 Mixed Methods for Research in Public Health 2

Environmental Epidemiology

Course required  for doctoral students in environmental epidemiology.

PH.340.680 Environmental and Occupational Epidemiology

Recommended Courses for Doctoral Students in Environmental Epidemiology

Term 1   PH.182.615 Airborne Particles 4 PH.187.610 Public Health Toxicology 4 PH.188.680 Fundamentals of Occupational Health 3 PH.317.600 Introduction to the Risk Sciences and Public Policy 4

Term 2   PH.182.625 Principles of Occupational and Environmental Hygiene 4 PH.317.610 Risk Policy, Management and Communication 3 PH.340.624 Etiology, Prevention, and Control of Cancer   4 PH.340.717 Health Survey Research Methods 4

Term 3   PH.180.601 Environmental Health 5 PH.180.640 Molecular Epidemiology and Biomarkers in Public Health   4 PH.317.605 Methods in Quantitative Risk Assessment 4

Term 4   PH.188.681 Onsite Evaluation of Workplace and Occupational Health Programs 5 PH.317.615 Topics in Risk Assessment 2

Epidemiology of Aging

Course required   for doctoral students in epidemiology of aging.

PH.340.616 Epidemiology of Aging

Recommended Courses for Doctoral Students in Epidemiology of Aging

each term PH.330.802 Seminar on Aging, Cognition and Neurodegenerative Disorders 1

Term 1   PH.140.641 Survival Analysis 3 PH.380.604 Life Course Perspectives on Health 4

Term 2   PH.340.620 Principles of Clinical Epidemiology 2 PH.340.666 Foundations of Social Epidemiology 3 PH.380.603 Demographic Methods for Public Health 4

Term 3   PH.340.699 Epidemiology of Sensory Loss in Aging 3 PH.260.665 Biological Basis of Aging ++  3

Term 4  PH.330.623 Brain and Behavior in Mental Disorders 3 PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop 4 PH.330.618 Mental Health in Later Life ++ 3 ++offered every other year

Term 1    PH.330.657 Statistics for Psychosocial Research: Measurement  4 PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies   5

Term 2    PH.140.658 Statistics for Psychosocial Research: Structural Models 4 PH.309.605 Health Issues for Aging Populations   3

Term 3    PH.140.655 Analysis of Multilevel and Longitudinal Data 4

General Epidemiology and Methodology

Courses required  for doctoral students in general epidemiology and methodology.

PH.340.731 Principles of Genetic Epidemiology 1   4 (recommended for year 1 but may be taken in year 2, satisfies the out-of-track requirement as well)

PH.340.645 Introduction to Clinical Trials    3 (recommended for year 1 but may be taken in year 2)

Terms 1 - 4

PH.340.875 GEM Research  Seminar  1 (required for each student each term in year 1)

CHOOSE AT LEAST TWO  of these 3 courses in Public Health Research Skills:

Term 1:  PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation   3  Term 2:  PH.340.717 Health Survey Research Methods 4 Term 3:  PH.340.648 Clinical Trials Management   3

Recommended Courses for Doctoral Students in General Epidemiology and Methodology

Doctoral students with a methodology focus:.

Term 1   PH.330.657 Statistics for Psychosocial Research: Measurement 4 PH.340.646 Epidemiology and Public Health Impact of HIV and AIDS 4 PH.340.616 Epidemiology of Aging 3 PH.340.653 Epidemiologic Inference in Outbreak Investigations 3

Term 2   PH.140.658 Statistics for Psychosocial Research: Structural Models 4 PH.183.631 Fundamentals of Human Physiology 4 PH.260.631 Immunology, Infection and Disease 3 PH.330.603 Psychiatric Epidemiology 3 PH.340.620 Principles of Clinical Epidemiology 2 PH.340.624 Etiology, Prevention, and Control of Cancer 4 PH.340.666 Foundations of Social Epidemiology * 3 PH.340.732 Principles of Genetic Epidemiology 2 3

Term 3   PH.140.640 Statistical Methods for Sample Surveys 3 PH.180.640 Molecular Epidemiology and Biomarkers in Public Health 4 PH.222.647 Nutrition Epidemiology 3 PH.224.690 Qualitative Research Theory and Methods 3 PH.309.616 Introduction to Methods for Health Services Research and Evaluation I 2 PH.340.607 Introduction to Cardiovascular Disease Epidemiology 4 PH.340.609 Concepts and Methods in Infectious Disease Epidemiology 3 PH.340.733 Principles of Genetic Epidemiology 3 3

Term 4 PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop 4 PH.224.691 Qualitative Data Analysis 3 PH.309.617 Introduction to Methods for Health Services Research and Evaluation II 2 PH.340.641 Healthcare Epidemiology 4 PH.340.677 Infectious Disease Dynamics: Theoretical and Computational Approaches 3 PH.340.680 Environmental and Occupational Epidemiology 4 PH.380.664 Reproductive and Perinatal Epidemiology 4 PH.390.675 Outcomes and Effectiveness Research 3

*alternates online and in-person every other year ++ alternate year course

Second Year courses:

Term 1     PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies 5

Term 2     PH.340.774 Advanced Theory and Methods in Epidemiology 4

Term 3     PH.140.664 Causal Inference in Medicine and Public Health I 4 PH.140.655 Analysis of Multilevel and Longitudinal Data 4 PH.340.606 Methods for Conducting Systematic Reviews and Meta-Analyses 4

Recommended statistical programming computing courses:

Term 1 PH.140.776 Statistical Computing  3

Term 4   PH.140.632 Introduction to the SAS Statistical Package 3 PH.340.600 Stata Programming 2

Doctoral Students with a Pharmacoepidemiology and Drug Safety Focus:

Strongly recommended courses for doctoral students with a pharmacoepidemiology focus:.

Term 1   PH.317.600 Introduction to the Risk Sciences and Public Policy 4 PH.390.631 Principles of Drug Development 2

Term 2    PH.317.610 Risk Policy, Management and Communication 3

Term 3   PH.140.664 Causal Inference in Medicine and Public Health I 4 PH.340.684 Pharmacoepidemiology: Drug Utilization 3  (alternate year format) PH.221.610 Pharmaceuticals Management for Under-Served Populations 3

Term 4  PH.410.680 Social Ecological Approaches to Health Regimen Adherence in Chronic Conditions 3

Recommended courses for Doctoral Students with a Pharmacoepidemiology Focus:

Term 1   PH.317.605 Methods in Quantitative Risk Assessment 4

Term 4   PH.317.615 Topics in Risk Assessment  2

the following courses are offered outside of BSPH and require interdivisional registration and instructor permission AS.410.651 Clinical Development of Drugs and Biologics 4 AS.410.627 Translational Biotechnology: From Intellectual Property to Licensing 4 ME.330.809 Analytic Methods for Clinical Pharmacology variable NR.110.508 Clinical Pharmacology 3

Individualized Focus:

Students designing their own educational programs should, in conjunction with their advisor, choose three to four graduate-level courses (taken for a letter grade) in their field from among the offerings of the University in addition to taking the GEM Required courses listed above.

Genetic Epidemiology

Courses required   for doctoral students in genetic epidemiology.

Term 1  PH.340.731 Principles of Genetic Epidemiology 1  4  

Term 2   PH.340.732 Principles of Genetic Epidemiology 2   3

Term 3   PH.340.733 Principles of Genetic Epidemiology 3   3

Term 4  PH.340.734 Principles of Genetic Epi 4: Emerging and Advanced Methods 2

Term 1    PH.120.602 Concepts of Molecular Biology (Pass/Fail, or Grade)  4

Recommended Courses for Doctoral Students in Genetic Epidemiology

Analytic methods courses (ideal for year 2).

Term 1    PH.140.641 Survival Analysis  3 PH.140.651 Methods in Biostatistics I * 4 PH.140.776 Statistical Computing 3

Term 2    PH.140.638 Analysis of Biological Sequences 3 PH.140.652 Methods in Biostatistics II 4 PH.140.778 Statistical Computing, Algorithm, and Software Development 3 PH.340.774 Advanced Theory and Methods in Epidemiology * 4

Term 3    PH.140.644 Statistical Machine Learning: Methods, Theory, and Applications 4 PH.140.653 Methods in Biostatistics III 4 PH.140.655 Analysis of Multilevel and Longitudinal Data 4

Term 4   PH.140.688 Statistics For Genomics 3

Biology and Molecular Methods Courses

Term 1   PH.260.611 Principles of Immunology I 4

Term 2  PH.260.612 Principles of Immunology II 4 PH.183.631 Fundamentals of Human Physiology 4 (*For non-physician trained students only)

Term 3    PH.180.640 Molecular Epidemiology and Biomarkers in Public Health 4

Term 4  PH.120.608 Gene Editing, Therapy and Manipulation 3

Topic-Specific Electives

Term 3 PH.340.775 Measurement Theory and Techniques in Epidemiology 4

Term 4  PH.330.619 Psychiatric Genomics 3 PH.415.624 Ethical, Legal and Social Implications in Genetics and Genomics Over Time  (offered in alternate years) 

Infectious Disease Epidemiology

Courses required   for doctoral students in infectious disease epidemiology, students must complete at least one course in each of the four disciplinary sections below:  , section one: general electives (choose 1), section two: skills in research (choose 1), section three:  biology and pathogenesis of disease (choose 1), section four: immunology: choose one set (recommended to complete in year two).

                             *students requesting pass/fail for these two courses only must seek permission from their adviser and the track director

Department Comprehensive Examination

A two-day written Department comprehensive examination is administered to all students enrolled in Epidemiology degree programs in late May of the first academic year. All students are required to sit for the exam on the scheduled dates—no alternate exams will be offered.

By the time of the examination, students should have completed 64 credits (one full year of residence),  the required first-year coursework in their Track with a cumulative GPA of at least 3.0,  and in these courses:

The first day of the exam (Part A) includes testing on the following topics:

• Knowledge and application of epidemiologic concepts and methods (and related biostatistics)
• History of epidemiology
• Contemporary issues in public health
• Research ethics

The second day of the exam (Part B) is Track-specific and tests knowledge of concepts and methods presented in the required courses and activities for each Track, as well as the Department core courses as applied to the Track.

Students must pass both Part A and Part B of the comprehensive examination. Doctoral students must attain at least 75% on Part A and at least 75% on Part B to pass. A repeat examination may be allowed but is not guaranteed. If a repeat is granted, it must be completed before starting the second academic year.

Failure to pass one or both sections of the comps may result in dismissal from the doctoral program or from the Department.

Additionally, PhD students may not enroll in Doctoral Seminars courses (340.863) until they have successfully passed the written comprehensive exams at the doctoral level. 

Dissertation Steps

Timing of activities / milestones.

• Years one and two: Complete academic preparation for dissertation through coursework, special studies, and research with the adviser, attend seminars, journal clubs, and research-in-progress activities of interest. Students should meet at least once per term with their adviser and possibly weekly while completing special studies and research (PH.340.840).
• Year two: Students develop their specific aims, add a co-adviser, and produce a working draft of their dissertation research proposal prior to or during the fourth term of the second year. Students, in combination with their advisers, select a third member for the Thesis Advisory  Committee and present their proposed research at a public seminar to the department during the fourth term of year two or the first term of year three. Students also begin to fulfill their Teaching Requirements during year two and begin assuming leadership roles within the department or school.
• Year three:  Students hold their departmental and preliminary oral exams and begin research. Many students continue their teaching requirements and begin submitting papers for publication in conjunction with their advisers or other faculty mentors. Students should schedule a minimum of two weeks between the doctoral proposal seminar and the departmental oral exam and must schedule a minimum of four weeks between the departmental oral exam and the preliminary (school-wide) exam. Students may schedule all three activities simultaneously or wait to pass one before scheduling the next. Students may elect to take up to six months to prepare for each exam. Students must successfully pass their Preliminary Oral Exam within three academic years of enrollment in the doctoral degree program. 
• Year four: Students conclude data collection and analysis, complete their dissertations, and hold the defense of their research. This timeframe varies from student to student depending on a wide variety of factors. 
• The University permits as many as seven years or 28 terms to complete the PhD degree requirements; however, the financial support granted PhD students by the Department of Epidemiology will not extend beyond that specified in the original offer of the acceptance letter. 

Thesis Advisory Committee

The role of the Thesis Advisory Committee is to provide continuity in the evaluation of the progress and development of the doctoral student. The Thesis Advisory Committee is assembled by the doctoral student and their adviser(s). The Thesis Advisory Committee consists of the dissertation (thesis) adviser and at least two additional faculty members who hold either primary or joint appointments in the Johns Hopkins Bloomberg School of Public Health Department of Epidemiology. If the student selects a co-adviser, the co-Adviser serves on the Thesis Advisory Committee. Additional faculty within and outside of the School may also be recruited. Committee membership is permitted to change during the research period. The Thesis Advisory Committee is not the same as the Preliminary or Final Oral Examination Committees. The Thesis Advisory Committee decides when the student is ready to proceed through each of the milestones needed to complete the degree requirements, including the Doctoral Proposal Seminar, the Departmental and School-wide Preliminary Oral Examinations, and the Final Oral Examination (“defense”). Bi-annual formal meetings of the Thesis Advisory Committee are required, but meetings may and should occur more frequently. It is the student's responsibility to schedule meetings.

Tips for doctoral students for successful formal meetings of the Thesis Advisory Committee:

• Prior to each meeting, draft an agenda with adviser input and distribute a one-page description of progress, including any key results
• After each meeting, send a written report of the items discussed, decisions reached, and the action items to be completed by the next meeting to the members for approval
• Maintain a log of the meetings to aid in writing the annual progress report and financial support documentation

Once the Thesis Advisory Committee is formed, submit the signed “Thesis Committee Approval Form” (on the Epi Intranet ) to Fran Burman (franburman@ jhu.edu) and Ebony Moore ( eamoore@ jhu.edu ).

Dissertation Research Proposal

The 12-page single-spaced dissertation research proposal is developed during the second year, during terms 1 – 3 of PH.340.863 Doctoral Seminars in Epidemiology , and is the final project for the course PH.340.715 Problems in the Design of Epidemiologic Studies: Proposal Development and Critique . The dissertation proposal must be reviewed and approved by the Thesis Advisory Committee prior to scheduling the Doctoral Research Proposal Seminar.

Doctoral Research Proposal Seminar

After the Thesis Advisory Committee has approved the student's 12-page dissertation research proposal, the student must orally present the proposal in a Doctoral Proposal Seminar to the Department. Students should present a prepared presentation of approximately 40-45 minutes in length (usually using Powerpoint or other interactive slide technology), followed by approximately 15-20 minutes of questions and discussion. The Proposal Seminar is presented during the Department-wide Epidemiology Seminars (Current Topics in Epidemiologic Research) on Fridays during terms 1-4, from 12:15-1:20 pm, in Sheldon Hall W1214 (or via hybrid technology). Seminars are not permitted during the Summer. The dissertation (thesis) adviser must attend, and the Thesis Advisory Committee members and the Track Director are strongly encouraged to attend. Doctoral Proposal Seminars are advertised to the Department at large, and students and their adviser(s) should personally invite any other colleagues they would like to attend. The best ways to prepare for this seminar include attending Doctoral Research Proposal Seminars presented by peers and by presenting in a track research-in-progress meeting. Students should plan to conduct a ‘dress rehearsal,’ prior to the actual proposal (in the same room reserved for the defense to familiarize themselves with the surroundings and test all technology) for use during the Doctoral Research Proposal Seminar.

After the Thesis Advisory Committee has approved the student to present their Doctoral Proposal Seminar, the student should work with the adviser and Thesis Advisory Committee to select a seminar date. Once the Advisory Committee and adviser(s) have confirmed readiness, the student can proceed with reserving a date and room. To schedule a date, students should contact Laura Camarata, [email protected] , to discuss open dates and submit the “Doctoral Proposal Seminar Form” (on the Epi Intranet ), which includes preferences for seminar dates (1st, 2nd, and 3rd choices). This form requires the signature of the adviser and the Track Director.

Tips to keep in mind:

• Students cannot schedule their doctoral proposal seminars without the approval of their adviser(s) and the Thesis Advisory Committee
• Work with adviser(s) and Committee to have a timeline, and give as much lead time as possible (but no less than 3 months)  to schedule
• Seminars start at 12:15 pm, with an introduction by the student’s adviser, that the student should arrange
• Students should test their presentations prior, report early on the day of, and have their presentations saved in more than one place for back-up

Departmental Oral Examination

After the Thesis Advisory Committee has approved the Dissertation Research Proposal and the student has presented the Doctoral Proposal Seminar, the next step is to schedule and sit for the Departmental Oral Examination. The primary purpose of the Departmental Oral Examination is to prepare the student for the Preliminary Oral Examination. As such, the Departmental Oral Examination shares the purpose of the Preliminary Oral Examination:

To determine whether the student has both the ability and knowledge to undertake significant research in the general area of interest, including:

• the student's capacity for logical thinking;
• their breadth of knowledge in relevant areas; and
• their ability to develop and conduct research leading to a completed dissertation (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.

Students are encouraged to practice discussing epidemiologic methods, ethics, and public health knowledge at the level of a doctoral student with their adviser and thesis advisory committee in preparation for the oral exams. Professionalism, communication skills, and solid comprehension of epidemiologic methods are key in conveying the student's knowledge and readiness to conduct independent research.

Meeting with the Senior Academic Program Manager

In preparation for scheduling the Department Oral Examination, students should meet with the Senior Academic Program Manager, Fran Burman ( [email protected] ), to confirm that the student has met all Track, Department, and Schoolwide course requirements and has assembled a valid set of proposed committee members for the Thesis Advisory Committee, and the Department and the Preliminary Oral Examinations.

Department Oral Examination Committee Membership

The Department Oral Examination Committee should consist of: the adviser (primary), two other members, and one alternate member, all of whom have primary appointments in the Department of Epidemiology. Thesis committee members, including co-advisers, are not permitted to serve on the Departmental Oral Examination committee with the exception of the student’s adviser, who must participate. All Professorial and Scientist Track faculty who hold primary appointments in Epidemiology may serve on the Committee. Students are not expected to meet with members of the Committee prior to the examination and should not expect that committee members will discuss what questions they will be asked.

While the above describes the necessary committee, in any case where the student or advising team wants to have an additional faculty member present, the examiners and student must decide  in advance whether  the extra faculty member may ask questions and if yes, whether the student’s responses will count. In any case, the extra person may not vote but may contribute feedback to the student. Students considering this should first check in with the academic office.

DEPARTMENT ORAL EXAMINATION FORM

The “Department Oral Examination Form” (on the  Epi Intranet ), is due to the Senior Academic Program Coordinator, Ebony Moore ( [email protected] ), at least 14 days prior to the date of the proposed exam. With the approval of the Dissertation (thesis) Adviser, the form should be submitted after presenting the Doctoral Proposal Seminar and incorporating any key input from the Seminar into the Dissertation Research Proposal.

The Senior Academic Coordinator, Ebony Moore ( [email protected] ), will schedule the room and send a memo to examiners prior to the examination date. For hybrid or Zoom-based exams, the adviser will provide the Zoom link.

CONDUCT OF THE EXAMINATION

Prior to the exam, students submit to the Department Oral Examination Committee members a single-page summary of the dissertation proposal, including the specific aims, hypotheses, and methods. Committee members may request the longer 12-page Dissertation Research Proposal. The examination should be scheduled for and completed in one and a half hours but may be concluded earlier or later as determined by the Committee. At the start of the exam, students will present a brief talk of no more than 10 minutes that concisely summarizes the aims, hypothesis, methods, limitations, and significance of their proposed dissertation research. This presentation may be a distillation of the Doctoral Proposal Seminar. 

The faculty will ask questions all second-year Epidemiology PhD students should be comfortable discussing. The students may use their research proposal for examples. However, the exam is not a determination of the viability of the proposed research but rather a determination of whether the student is ready to commence guided independent research.

Department Oral Examination Outcome

The possible outcomes of the oral examination are Unconditional Pass, Conditional Pass, or Failure (retake). Conditional Pass requires the student and Department Oral Examination Committee to agree on remedial action designed to be completed within two weeks of the date of the examination. Students who fail the exam (require more remedial work than can be reasonably completed within two weeks) will be required to re-take the Department Oral Examination within six months. Two failures of the Departmental Oral Examination will result in dismissal from the degree program. For more information about the Departmental Oral Examination, please review the Department of Epidemiology Student Guidelines for the Departmental Oral Examination” (on the Epi Intranet ).

Preliminary Oral Examination (aka School-wide Exam)

This is also colloquially known as the “Schoolwide Oral Examination.”  Students and their adviser(s) are responsible for initiating arrangements for the preliminary doctoral examination. The University Graduate Board oversees these exams.

After the student has passed the Departmental Oral Examination, the next step is the Preliminary Oral Examination. The purpose of the Preliminary Oral Examination is to determine whether the student has both the ability and knowledge to undertake significant research in their general area of interest, including:

• their ability to develop and conduct research leading to a completed dissertation.

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.  The preliminary oral examination is two hours in duration.

Preliminary Oral Examination Committee Membership

• Two members must be from the epidemiology department; one of these is the adviser. 
• Limit of 3 members from sponsoring department.
• Thesis Advisory Committee members may serve on the Committee.
• The adviser must be among the members present; an alternate may not serve in place of the adviser.
• The only instance when the faculty member can serve in their joint appointment capacity is if they are the student’s adviser.
• Occasionally, one adjunct or one scientist faculty member, but not both , may serve on the Committee; neither may serve as the Chair.
• All members of the Committee must be present at the scheduled exam location; teleconference is permitted on a case-by-case basis.
• The committee must be comprised of three Departments of the University, two being from the Bloomberg School of Public Health.
• The selection of alternates is very important for ensuring the exam can take place at the originally scheduled date/time. If a student has two members on their committee from epidemiology, the student should have one alternate from epidemiology and one from a non-sponsoring department.
• If a student has three members on their committee from epidemiology, then two alternates should be selected from two different non-sponsoring departments.
• At least two weeks prior to the exam, students submit to the Preliminary Oral Examination Committee members a single-page summary of the dissertation proposal, including the specific aims, hypotheses, and methods. Committee members may request the longer 12-page Dissertation Research Proposal. 

Preliminary Oral Examination Form

• Graduate Board Preliminary Oral Examination Request Form .
• Students may not submit this form until after they have successfully passed the Departmental OralExamination.
• The Registration Coordinator ([email protected]) will not accept the form unless it is submitted to the Registrar’s Office a minimum of 30 days prior to the proposed examination date. There are no exceptions.
• This form requires signatures from Senior Academic Program Manager, Frances Burman, the adviser, and the Department Chair or a Deputy Chair. The student is responsible for obtaining the required e-signatures in that order. The form should therefore be submitted to Frances Burman ([email protected]) at least 3-4 days prior to the date of submission to the Registrar’s Office.
• The exam is not considered officially scheduled and cannot be held until the student and examiners received notification from the Dean of the approval of the exam to be held.

The student is responsible for scheduling the room  for the exam, requesting Multimedia support if needed, and sending a memo to examiners confirming the date, time, and location of the exam prior to the exam date.

Examination Outcome

The outcome of the examination is Unconditional Pass, Conditional Pass, or Failure. Should the student receive a conditional pass, the Committee remains standing until the conditions, specified in writing, have been met. The consequence of a failure is decided by the Committee:

• no re-examination;
• re-examination by the same committee;
• re-examination in written form and conducted by the same committee; or
• re-examination by a new committee.

Primary Data Collection Requirement

Primary data collection is defined as:

• instrument design;
• data collection; or
• data management, quality assurance, and quality control.

Primary data collection is required for all PhD students. This requirement may be met through dissertation research or is satisfied through work on projects distinct from the dissertation. It may be obtained through work with a single epidemiologic study or it can be a compilation of several experiences that together fulfill the requirement. Primary data collection may be obtained as part of paid work. Students must document their plan for obtaining experience with primary data collection and submit this plan to their Thesis Advisory Committee with their 12-page dissertation proposal.

The Thesis Advisory Committee may approve primary data collection that occurred prior to matriculation to the doctoral program, but this approval is not guaranteed. Any questions regarding primary data collection will be directed from the Thesis Advisory Committee to a Deputy Chair. Students are expected to demonstrate an understanding of primary data collection processes in the epidemiologic study (or studies) utilized for their dissertation. This includes knowledge of the forms, instruments, and measurement processes relevant to their research; knowledge of quality control/assurance procedures of the study (or studies); and an evaluation of the potential threats to validity in the processes extending from primary measurement to the analytic dataset. If primary data collection is not a direct component of the dissertation research, doctoral students should include their primary data collection experience as an appendix to the dissertation. 

Doctoral Dissertation

Doctoral students must complete an original investigation presented in the form of a dissertation. The dissertation should be based on original research involving the generation of new knowledge by the student, worthy of publication, and acceptable to the Department of Epidemiology and to the Final Oral Examination Committee (Thesis Readers). Doctoral students have two options for the format of their dissertation, the traditional format, and the manuscript format. The Department recommends the manuscript format to accelerate the time to submission of manuscripts for publication in peer-reviewed journals.

Manuscript Format

The manuscript format must meet the following criteria:

• The dissertation includes at least three manuscripts, linked by a common theme;
• The doctoral student must be the first author of each of the manuscripts;
• A manuscript will not be accepted as part of the dissertation if it was submitted before the student's dissertation topic was approved by the Thesis Advisory Committee;
• The manuscripts must be acceptable for publication based on usual substantive area peer review expectations; and
• The body of the dissertation should include a series of papers that are linked by a common theme (i.e., the student's dissertation topic)
• The first chapter may be a comprehensive critical literature review suitable for publication. It should introduce the scientific hypothesis for the dissertation
• Chapters two and three (or more) are the manuscripts, possibly with a transitional short chapter between each relating one to the other
• A final chapter should integrate and discuss the findings reported in the manuscripts. It should include a discussion of the conclusions drawn from research, a synthesis of the findings, and should make recommendations for further studies
• The dissertation may include an appendix outlining the details of study methods and any accompanying data tables deemed necessary to fully understand the data

Traditional Format

The traditional format includes:

• An introductory chapter, outlining the theme, hypotheses, and/or goals of the dissertation coupled with a review of the literature;
• Research chapters that are coherently structured for the research aims, each providing a reader enough detail to apply similar methods in another study; and
• A concluding chapter with an overall analysis and integration of the research and conclusions of the dissertation in light of current research in the field.

Regardless of the format, it is expected that the student will work with their adviser and any co-advisers to develop drafts of their dissertation chapters and receive constructive substantive and editorial feedback. Together, they will decide when drafts are ready for wider distribution to other members of the Thesis Advisory Committee and, if necessary, to other project collaborators. Follow the School’s guidelines for the preparation of the dissertation. The dissertation is a requirement for partial fulfillment of the PhD degree. Students may consult the School’s Policy and Procedures Memoranda (PPM) for the PhD program.

Final Defense:

Appointment of thesis readers/final defense form.

• Appointment of Thesis Readers/Final Defense Form  
• [email protected] must receive the form at least  30 days prior  to the anticipated exam date.  There are no exceptions.
• The form requires signatures from the Senior Academic Program Manager, the adviser, and the Department Chair. The student is responsible for obtaining the required signatures in that order. The form should therefore be submitted to Frances Burman ( [email protected] ) at least 3 to 4 days prior to the date of submission to the Registrar’s Office.

As a culminating experience for the doctoral student, the 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 accomplishments; and gives the student a sense of finality to the doctoral experience. Students typically present a formal public seminar in conjunction with the Final Oral Examination. If possible, students are encouraged to give their Final Defense Seminars during the Department-wide Friday Epidemiology Seminars series (Current Topics; please contact Laura Camarata ( [email protected] ) or Frances Burman ( [email protected] ) regarding scheduling), but the seminar may be alternately scheduled during normal working hours.

The student is responsible for scheduling the room for the defense, and requesting Multimedia support if needed (unless they will be presenting as part of the Department-wide Friday Epidemiology Seminars series (Current Topics), coordinating with their adviser(s) to be briefly introduced, and inviting any additional outside guests.

Examination Purpose

The purpose of the Final Oral Examination is to ensure that the Candidate is able to present and defend the dissertation and its underlying assumptions, methodology, results, and conclusions in a manner consistent with the doctoral degree being sought.

The final oral examination is three hours total (one for seminar/presentation and two for exam by committee)

Committee Membership (Dissertation (Thesis) Readers) and Appointment of Thesis readers / final defense examination request form

• Two members must have a primary faculty appointment in Epidemiology.
• The other two members must have appointments in two different departments other than Epidemiology.
• Alternates are not permitted to serve in place of the adviser.
• If the adviser is unable to attend the Final Oral Examination, co-advisers may serve in this role.
• Co-advisers may not serve as Chair.
• The committee is comprised of duly appointed faculty members of a University department and must hold, at the time of selection, a JHU faculty appointment at the rank of Assistant Professor or higher. 
• Either one scientist track or one adjunct faculty member may serve on the Exam Committee, but not both.
• The fifth member may serve on the Final Oral Examination Committee but that individual does not have voting privileges.
• All members of the Committee must be present at the scheduled exam location; teleconference/remote participation may be permitted on a case-by-case basis.
• It is permissible to have three different BSPH departments represented on the committee.
• The selection of alternates is very important for ensuring the exam can take place at the originally scheduled date/time. 
• Choose alternates that will fulfill the committee composition requirements, regardless of who is able to attend.
• One alternate should be from epidemiology; the other from a non-sponsoring department.
• The final oral examination is three hours total (one for seminar/presentation and two for exam by committee).
• The Registration Coordinator will not accept the form unless it is submitted to the Registrar’s Office  a minimum of 30 days prior  to the proposed examination date. There are no exceptions.
• This form requires signatures from the Senior Academic Program Manager, Frances Burman, the adviser, and the Department Chair or a Deputy Chair. The student is responsible for obtaining the required signatures in that order. The form should therefore be submitted to Frances Burman ( [email protected] ) at least 3-4 days prior to the date of submission to the Registrar’s Office.

The student is responsible for scheduling the rooms for the Final Oral Examination. While the Defense Seminar is held in an auditorium or large classroom, the Final Oral Examination usually is held in a smaller classroom or conference room. The Department recommends scheduling the examination in E6130 or W6015. The exam may be held virtually (subject to change by university COVID guidelines). If held virtually, the adviser provides the Zoom link for the seminar and the exam.

Distribution of Dissertation to Dissertation (Thesis) Readers

Committee members are encouraged and expected to communicate to the student specific recommendations for changes in the dissertation prior to the Final Oral Examination. The student is, therefore, expected to distribute the dissertation to the Committee at least four weeks before the date of the Final Oral Examination. The Dissertation Approval Form signed by the student’s adviser should accompany the dissertation at the time it is distributed to the committee members.

Conduct of the Examination

If one of the officially appointed Committee members fails to appear on the Final Oral Examination date/time, the previously approved alternate will serve as an examiner. A Final Oral Examination may not be held with fewer than four officially approved faculty members present in the room. The adviser must be among the members present; an alternate may not serve in the place of the adviser. Only approved Committee members are permitted to participate as examiners. During the Final Oral Examination, the Committee will evaluate:

• the originality and publication potential of the research;
• the candidate's understanding of the details of the methodologic and analytic work; and
• the final quality of the written dissertation document.

The examination committee chair along with the examiners will determine the details of how the Final Oral Examination is conducted.

The possible outcome of the Final Oral Examination based on the student’s performance and written dissertation is determined by closed ballot as Acceptable, Conditionally Acceptable, or Unacceptable. If one or more members require substantive changes to the dissertation (Conditionally Acceptable), the specific nature of these changes and the time expected for the student to complete them will be provided to the student in writing. The appropriately revised dissertation must be submitted to each of the members for final approval. If one or more members feel that the candidate’s understanding of the written dissertation is inadequate (Unacceptable), or that the dissertation in its present form is not acceptable, then the candidate has failed. Re-examination would be in order unless there is a unanimous recommendation to the contrary. Re-examination is normally conducted by the same committee, but a new committee may be selected by the School’s Chair of the Committee on Academic Standards if petitioned by the student.

After the Final Defense

Please consult the Registrar's Office portal site for dissertation format and submission, procedures to follow upon completion of the defense, and additional policy matters.

The Registrar's Office handles all aspects of graduation and degree verification .  We encourage all graduates to participate in our convocation ceremonies!

The Policy and Procedures Manual for the Doctor of Philosophy

The Department of Epidemiology reserves the right to augment the   PPM  for BSPH.  The Admissions and Credentials Committee handles most policy concerns as described above. The Curriculum Committee handles exceptions to requirements.  

Current students can access the Epidemiology Student Handbook on the PhD program page on the BSPH website.

For concerns and changes to advising, tracks, course requirements, etc. please see the  academic policies for the department.

Policy Components for Metrics

• Practicing these skills also prepares students for Department and Preliminary Oral Examinations and for their future careers, whether in academia or in other venues. (See the “Benefits of Teaching” from Former TAs section in this Student Handbook for additional benefits of teaching).

COMPONENTS OF THE DOCTORAL TA CURRICULUM

All doctoral students are required to complete the TA Curriculum after passing the Department Comprehensive Examination and before graduation. Training and feedback are an important part of this curriculum, which includes:

• Formal didactic training;
• In-classroom training through experience as a TA in Department courses; and
• Feedback from instructors

Students will share their goals for TA training with course instructors prior to the start of each course taught. After TAing a course, students will document their TA experience for their resume or CV.

Formal Didactic Training Elements: 

• Teaching practicums
• Teaching as research fellowship appointments
• The following didactic trainings and activities are flexibly designed to give doctoral students the skills and tools necessary to be successful TA and to meet teaching and learning goals. Please note, that while all students are welcome to attend the training and activities at any time, it may behoove them to do so after the first year, but in advance/at the start of the second, as that is when most doctoral students will begin the TA Curriculum. Required: Department of Epidemiology Student-led In-Person Training Session This student-led in-person 1.5-hour training covers the basics of TAing in the Department, including TA roles, benefits, and expectations. This session is held during lunchtime at the beginning of 1st term. Information regarding the date and location is distributed via the Department’s student listserv. Required: Teaching Assistantship Training (Online Course) This online course offered through the BSPH Center for Teaching and Learning (CTL)  “orients Teaching Assistants to the roles and responsibilities of their position, relevant policies and regulations, technical tools, teaching tips, and other important information . " Students can complete it when time allows but must have completed it in advance of starting the In-classroom portion of the TA Curriculum. To sign up, visit:  https://sites.google.com/site/ctltteachingtoolkit/teaching-assistants/ta-training . Recommended: Teaching Academy Activities https://cer.jhu.edu/teaching-academy Offers additional resources around the pedagogy of teaching. To prepare graduate students so they may thrive in higher education as academic professionals once they graduate, this academy offers teacher training and academic career preparation opportunities.

In-classroom Training

As part of the TA Curriculum, doctoral students will serve as TAs. Students are required to take 3 TA courses: 2 epidemiologic methods courses and 1 topical epidemiology course (see list below for courses). No more than 1 of the 3 courses TAed as part of the TA Curriculum may be an online course.

To document the in-classroom training on the academic transcript and to receive academic credit, doctoral students should register for  PH.340.865 Teaching Epidemiologic Methods and Concepts At the Graduate Level .01 for up to 3 credit hours during the term that they are TAing. Credit hours taken depends on the level of TAship, and students will receive instructions prior to the start from the Academic Office as to the allowed number of credits. If the course is being TAed in the Summer term, the credit hour(s) should be registered for in the following 1st term, to avoid additional tuition fees.

Department of Epidemiology epidemiologic methods courses are:

*Summer Institute courses do not count towards the TA in-classroom training requirement. A student may TA for the Summer Institute prior to the completion of their TA training requirements.

All other Department of Epidemiology courses (PH.340.xxx) eligible to have a TA are considered topical epidemiology courses for the purpose of the TA Curriculum. ​​​

To fulfill the 2 methods courses of the TA Curriculum, students are encouraged to TA:  PH.340.751 Epidemiologic Methods 1 ,  PH.340.752 Epidemiologic Methods 2 , and/or  PH.340.753 Epidemiologic Methods 3 , although any of the courses listed above may be used to fulfill the requirement.

Students are eligible to TA as part of this curriculum once they have successfully passed the Department Comprehensive Examination. Students may TA  PH.340.601 Principles of Epidemiology  during the summer term immediately following completing the comps. Students are expected to complete the TA Curriculum during their second and third years of training.  Students are responsible for coordinating with course administrators and/or course instructors for each course they wish to TA. The Department recommends students proactively, directly contact faculty once they have identified a course that they would like to TA as part of the Curriculum. Course faculty take many factors into consideration in selecting TAs for a course (sometimes including performance in the course), and some courses may have more TA requests than can be accommodated. Students may not always be able to serve as a TA for their first choice of courses, so they should keep several courses in mind and be flexible. TA responsibilities vary by course, and students are expected to work with course faculty to understand their responsibilities prior to the start of the course. Responsibilities may include but are not limited to: preparing for lab/activities and office hours, attending instructors’ meetings, attending lectures and lab/activities, holding office hours, and assisting with assessment writing and piloting. TAs are expected to devote 5-19 hours per week to each course; the wide range reflects the variability in responsibilities by course.

Prior to the start of each course TAed as part of the TA Curriculum, students are required to provide to course instructor(s) 3 goals for the TA experience in writing via email. The purpose of these goals is to provide a basis for reflection by TAs on their current skills and knowledge, as well as their future professional teaching/communication goals, in order to improve student achievement. Progress toward achieving goals over the term will be evaluated by the course instructor(s) as part of the feedback process.

Feedback from Instructors

As part of the TA Curriculum, students will receive standardized, individualized feedback from course and/or lab instructors (see below Feedback form). If applicable, TAs will also receive student feedback recorded as part of the School’s online course evaluation system. Students are responsible for sending the feedback form complete with the student’s goals from the start of the term to course instructor(s) no later than 2 weeks following the end of the term. Faculty are not obligated to honor requests for feedback that occur more than 2 weeks after the end of the course. TAs are encouraged to document feedback from instructors and from students (if applicable) in their CV or resume.

Compensated TA Positions

Additional TA opportunities may be available for a pre-specified fixed payment after the TA Curriculum has been completed. As with the TA Curriculum, students are responsible for coordinating with course administrators and/or course instructors for each course they wish to TA for pay. Students should proactively contact faculty directly once they have identified a course that they would like to TA. Course faculty take many factors into consideration in selecting TAs for a course and students should be aware that some courses may have more TA requests than can be accommodated.

Students holding a Departmental TA position should expect that there will be approximately two weeks of light preparatory work in advance of the course start date, and light conclusory work in excess of the course start and end dates. Please note that State of Maryland law sets student hourly work limitations at 20 hours per week maximum. Exception: 40 hours over Thanksgiving, winter, and spring breaks, and during the summer.

Benefits of Teaching (from Former TAs)

Improve oral and written communication skills

Develop an ability to articulate complex epidemiologic concepts to audiences with varying degrees of research experience

Preparation for oral exams/defense

Experience with educational technology (e.g., CoursePlus, VoiceThread)

Experience in the administration of and assessment of graduate courses (e.g., design of assessments and feedback)

Opportunity to provide essential input that can influence the ongoing development of the department’s core courses

Ability to progress to more independent instructor roles (e.g., Gordis Fellows, TA training seminars/modules, Lab instructors)

Management skills (managing up to faculty instructors and leading teams of TAs)

Mentorship from, and relationships with, faculty instructors

Builds a sense of community with TA colleagues

Allows students to gauge interest in academic/teaching roles post-graduation

Development of a teaching portfolio that can be used in CV development, job searches, and interviews

Getting to know diverse groups of students/mentoring new students

DOCUMENTATION OF TEACHING EXPERIENCE FOR A RESUME OR CURRICULUM VITAE

Doctoral students are encouraged to document their TA experience, including teaching responsibilities and feedback, using the below “Guide to Documentation for a Resume or Curriculum Vitae” template.

A written request for a waiver to any aspect of the TA Curriculum due to exceptional circumstances, including the in-classroom training (i.e., being a TA), should be submitted to the Academic Program Office ( [email protected] ) and will be reviewed by the Department of Epidemiology Curriculum Committee and decided upon by the Admissions and Credentials Committee. 

Comprehensive Examination Grading Policy

The completed Comprehensive Examination is graded by the Department of Epidemiology faculty according to a rubric determined by the Comprehensive Examination Committee. Final results are distributed to students via CoursePlus by mid-July. Students who wish to view their exam should set up an appointment with Senior Academic Coordinator Ebony Moore ( [email protected] ). Doctoral students whose results fall below 75% are allowed to formally request in writing a re-grade of specific questions. Re-grade requests must include a justification for a change in points allocated for each question being contested; requests without appropriate justification will not be considered. Re-grade requests must have the adviser’s endorsement, and they need to have reviewed and approved the student’s request. Re-grade requests are handled by the faculty on the Comprehensive Examination Committee. Adviser-approved requests can be e-mailed to the current year’s Comprehensive Examination Committee Chair and must include a copy to the adviser. For approved requests, a new score will be assigned for each question that is re-graded. This score may be equal to, greater than, or less than, the original score awarded and cannot be contested a second time.

Comprehensive Examination Retake Policy

Students who do not pass the Comprehensive Exam at the appropriate level for their degree program may be granted an opportunity for a retake in August immediately following the May Exam. Students who do not pass the Comprehensive Exam at the appropriate level are not automatically granted a retake. To request a retake, students must submit an official request within two weeks of notification of the not passing grade. This request should include a detailed timeline and study plan to make the case for passing a retake. This request and plan must be endorsed by and developed with the adviser. Retake requests are reviewed via the Department’s Admissions and Credentials Committee. Adviser-approved requests can be e-mailed to the current year’s Admissions and Credentials Committee Chairs and must include a cc to the adviser and Senior Academic Program Manager (Frances Burman). For approved requests, students are granted one retake only, and it must be in August following the May Exam. A student cannot continue in the degree program without passing the Comprehensive Examination at the appropriate level, prior to the start of the second year.

Recommendations for Special Studies versus Thesis Research

Special Studies and Research in Epidemiology, PH.340.840.xx, is offered during terms 1, 2, 3, and 4. Thesis Research, PH.340.820.XX is offered terms S, 1, 2, 3, and 4.

SPECIAL STUDIES AND RESEARCH: PH.340.840.XX

All first-year PhD students should take 1 credit special studies and research each term during terms 1 -3.

The following list of activities may be approved for independent study or special studies and research and is not inclusive:

• Directed readings and discussions leading up to preparing for the research proposal,
• Literature searches and meta-analyses,
• Secondary data analysis,
• Self-guided focused study on a particular methodology or a disease of interest.

THESIS RESEARCH: PH.340.820.XX

Doctoral students take 340.820 once they successfully pass their School-wide Preliminary Oral Exam and begin working on their research thesis.

CALCULATING CREDITS FOR A VARIABLE CREDIT COURSE

• Students must remember that the 1 hour – in class, 2 hours – outside of class ratio still applies: e.g., Students should think about the time the faculty member will be involved in guiding them (see faculty contact hours below) as well as how much time the student uses to conduct outside readings and work.

What constitutes Faculty Contact Hours

• Individual one-on-one meetings.
• Faculty revisions of writing projects (faculty members spend considerable time editing, proofreading, and otherwise providing written feedback to students).
• Mentoring and networking preparation and discussion.
• Time spent in group settings with faculty mentors e.g. journal clubs or weekly “lab/group” meetings. Students should make every effort to attend the group meetings for their track and adviser.

HOW TO REGISTER

• Students must communicate their intent to register with and receive approval from the faculty mentor in writing, prior to registering for credits for the special studies or thesis research and include the content/activities to be conducted and the number of credits.
• Students may take 1-3 credits while taking a full load of courses.
• Students may take up to 8 credits per term while taking a partial load of courses with the approval of the faculty mentor.

Adviser/Advisee Manual

Each student in the Department is assigned an adviser and selects co-adviser(s) as they move through the program; Adviser(s) have the responsibility of serving as a guide and mentor. This manual is intended to guide the student and the faculty member(s) in making the adviser/advisee relationship as successful as possible.

This manual has two goals:

• To provide answers to questions that students frequently ask, and
• To provide guidance on how the student and adviser can interact most effectively.

Academic Advisers should:

• Assisting in the selection of courses
• Ensuring the student is meeting degree milestones in a timely manner
• Being available for regular meetings with the student
• Assessing and developing the student’s interests and abilities
• Monitoring student progress in academic coursework through periodic examination of transcripts
• Monitoring student progress in fieldwork
• Writing letters of reference (given appropriate lead time)
• Assisting with grant preparation (doctoral students, given appropriate lead time))
• Referring students to the appropriate individuals or offices that provide academic support and/or resources
• Being knowledgeable about ethical issues that pertain to academics, research, and practice
• Helping students interpret and understand institutional policies and procedures regarding the responsible conduct of research
• Discouraging students from circumventing institutional policies and procedures, and when confronted with such issues, directing students to appropriate institutional resources or contacts, avoiding actual or appearance of conflicts of interest
• Respecting the confidentiality of students
• Encourage active participation in the greater community (department, school, university, local, state, national, and international)

STUDENTS MAY EXPECT THE FOLLOWING FROM THEIR ADVISER(S):

• Advisers’ approval for course registrations, course changes, and pass/fail agreements, and on all reasonable petitions to the Admissions and Credentials Committee
• At least one meeting per term with the advisers
• Oversight of the student’s overall academic program and sensitivity to any academic difficulties
• Knowledge of and interest in the student’s career objectives
• Review of required and recommended courses for the track
• Assistance in designing a plan for the fulfillment of required courses and assistance with planning the course schedule for the year

Advising students is an integral part of faculty members’ responsibilities. Faculty members expect to be available to students, although the students should be respectful of the faculty’s time by scheduling and respecting appointments. The responsibility for arranging meetings lies with the student. Students should not expect advisers to seek them out for needed appointments. The student remains obligated to schedule a meeting in order to assure that the adviser has reviewed the student’s schedule and to plan any special studies projects or thesis research as needed with the adviser before the registration period deadline.

RIGHTS AND RESPONSIBILITIES OF THE ADVISER(S)**:

• To assist in determining the advisee’s educational goals and needs upon starting the program
• To serve as an educational and/or professional mentor for the student
• To maintain awareness of and sensitivity to the level of compatibility between the student advisee and the advisers in terms of academic, professional, and personal interests
• To facilitate a change of adviser or program, if deemed appropriate for the student
• To monitor the advisee’s overall academic program and be sensitive to signs of academic difficulty
• To provide guidance throughout the academic program
• To be sensitive to cultural, medical, legal, housing, visa, language, financial, or other personal problems experienced by the advisee and to be aware, sensitive, understanding, and supportive
• Advisers have the right to expect to be treated with respect and courtesy, to be notified in writing when a meeting must be canceled or rescheduled, to be consulted when students have questions or concerns about the research focus or progress, and to serve as team leader on the research team

RIGHTS AND RESPONSIBILITIES OF THE ADVISEE**:

• To arrange to meet with the adviser at least once each term and observe registration and administrative deadlines
• To identify and develop professional career goals and interests
• To understand administrative policies and procedures and be familiar with the Student Handbook
• To maintain the academic checklist and review it at meetings with the advisers
• Advisees have the right to expect to be treated with respect and courtesy, to be notified in writing when a meeting must be canceled or rescheduled, to be notified when advisers have questions or concerns about the research focus or progress, and to be granted the role of a team member on the research team

According to the requirements of the Council on Education for Public Health (CEPH), all BSPH degree students must be grounded in foundational public health knowledge. Please view the list of specific CEPH requirements by degree type .

Epidemiology   Doctor of Philosophy Degree Program  competencies are designated by track and are charted below. Mastery is achieved by completing the  program requirements . Please direct questions to the  track directors ,  program directors ,  director of graduate education , or the senior academic program manager .

1. Formulate an epidemiological research question and design a research study that helps answer it, including identifying the target population, appropriate source and study populations, adequate exposure, outcome, and covariate assessments, and plans to address threats to validity such as confounding and bias in the design and analysis phases.

2. Apply core statistical concepts and methods; display and communicate statistical data.

3. Develop and deliver a presentation on at least one common cancer and effective strategies for cancer prevention and control at the population level.

4. Perform genetic association tests in population-based samples, in either prospective or retrospective designs, to address cancer-specific research questions.

5. Present a proposal to a scientific audience that covers a current problem in modern cancer epidemiology, including a research plan to address that problem.

6. Formulate, refine, and critique a conceptual framework in cancer epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to cancer epidemiology.

8. Teach core epidemiological principles at the graduate level, including the incorporation of feedback from faculty instructors.

Cardiovascular and clinical epidemiology

3. Evaluate and critique designs, data sources, analytic methods (including risk prediction and physical activity assessment), data presentations, and conclusions of studies commonly used in clinical and cardiovascular epidemiology.

4.  Assess pathophysiologic processes involved in common cardiovascular diseases, including the biological mechanisms through which cardiovascular risk factors affect different parts of the cardiovascular system (e.g., heart, kidneys, peripheral arteries) and appropriate uses of different techniques (e.g., echocardiography, CT scan, and MRI) used to detect and quantify the presence of clinical and cardiovascular diseases.

5. Develop a specific hypothesis to answer a relevant question in clinical and cardiovascular epidemiology, integrate knowledge of the pathophysiology of cardiovascular diseases to evaluate biological plausibility, and assemble relevant literature to evaluate the hypothesis.

6. Formulate, refine, and critique a conceptual framework in cardiovascular disease epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to cardiovascular disease epidemiology.

Clinical Trials and evidence synthesis

3. Evaluate the historical development of research ethics and assess the role of ethical guidelines in the design and conduct of clinical trials. Appraise the process of obtaining informed consent and consideration of privacy in the clinical trial setting.

4. Conduct, present, and interpret the results of meta-analyses and critique the methodologic rigor of systematic reviews.

5.  Make reasonable decisions about how to collect and manage data for studies of various sizes and budgets and integrate data management activities into the conduct of a research project.

6. Formulate, refine, and critique a conceptual framework in clinical trials and epidemiological methods.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to clinical trials and epidemiological methods.

3.  Delineate, assess, and apply the concepts and methods of exposure and dose in epidemiologic research and in validation studies.

4. Analyze and interpret environmental and occupational health problems, and discuss exposure-disease relationships in human populations.

5.  Interpret, critique, and summarize the design, quantitative methods, and findings of major published studies and peer-reviewed manuscripts in environmental and occupational epidemiology research.

6. Formulate, refine, and critique a conceptual framework in environmental epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to environmental epidemiology.

3. Evaluate opportunities for the prevention of diseases and syndromes in the context of the aging phenotypes of older adults.

4. Assess policy programs, financing considerations, and workforce issues that pertain to meeting the economic, health, and social needs of aging societies.

5. Evaluate potential explanations for epidemiologic associations between sensory impairments and gerontologic outcomes.

6. Formulate, refine, and critique a conceptual framework in the epidemiology of aging.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to the epidemiology of aging.

1. Formulate an epidemiological research question and design a research study that helps answer it, including identifying the target population, appropriate source and study populations, adequate exposure, outcome, and covariate assessments, and plans to address threats to validity, such as confounding and bias in the design and analysis phases.

3. Develop a plan for conducting clinical research, and categorize and interpret the effects of complex mechanisms involving bias and variability.

4  Appraise methods for estimating causal effects in randomized designs and alternative designs to randomization in public health sciences.

5. Evaluate and critique the ways in which inequality is measured and how measures influence the interpretation of data.

6. Formulate, refine, and critique a conceptual framework in epidemiology methodology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to epidemiology methodology.

3. Integrate an understanding of key components of molecular biology, such as the structure of DNA and molecular mechanisms of the central dogma into genetic epidemiology.

4. Apply various design strategies for genetic studies considering the advantages and disadvantages of each, and perform genetic association tests in population-based samples, in either prospective or retrospective designs.

5. Describe various cutting-edge analyses of large-scale genome-wide association studies to inform biology, causality, and prediction.

6. Formulate, refine, and critique a conceptual framework in genetic epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to genetic epidemiology.

3. Incorporate the main epidemiological characteristics of the major infectious diseases of humans into development and evaluation strategies to prevent epidemics or endemic transmission.

4. Discuss and appraise methods and techniques to address challenges unique to infectious disease epidemiology, including network analysis, methods for determining contact rates, and the heterogeneity of host responses to pathogen exposure.

5. Conduct an outbreak investigation and use the epidemic curve to identify the epidemic type, incubation period, and potential mode of transmission.

6. Formulate, refine, and critique a conceptual framework in infectious disease epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to infectious disease epidemiology.

Home > Academic Units > Graduate Studies > Student Theses & Dissertations - Subject > Public Health Theses & Dissertations

Public Health Theses & Dissertations

About this collection.

The works in this student research collection have been approved by the Graduate Faculty of Georgia Southern University as partial fulfillment of the requirements for the Master's and Doctorate degrees in Public Health from the Jiann-Ping Hsu College of Public Health.

• All Electronic Theses and Dissertations (1964-present)
• Electronic Theses and Dissertations by Subject Area (1964-present)
• Legacy Theses and Dissertations (1964-2006)

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Theses/Dissertations from 2023 2023

Factors Associated With Patient Portal Utilization, Preventive Services Utilization, and Health Promoting Behaviors Among Adults in the United States , Elizabeth Ayangunna

Theses/Dissertations from 2022 2022

ASSOCIATION OF VITAMINS, CAFFEINE, AND DEPRESSION USING A NATIONALLY REPRESENTATIVE SURVEY , Neil S. Mistry

Theses/Dissertations from 2021 2021

Passing the Baton: An Integrated Approach to Succession Planning for Local Health Departments , Isabella M. Hardwick

Theses/Dissertations from 2020 2020

The Effect of Patient and Hospital-level Factors on 30-Day Readmission After Initial Hospitalization Due to Stroke , Emmanuel Akowuah

Standardized Knowledge and Behavior of Food-Protection Staff to Help Reduce the Potential for Incidences of Foodborne Illness , Joshua A. Dufresne

Application of the Andersen Health System Utilization Framework in the Investigation of the use of Traditional Medicine in Kumasi, Ghana , Pascal Felix

Life Table Analyses of the Impact of Eliminating Particular Causes of Death Using the United States 2016 Population , Deborah A. Kanda

A New Measure of Diagnostic Accuracy With Cut-Points Criterion for k-Stage Classification Disease Based on Concordance and Discordance , Jing X. Kersey

Nonparametric Misclassification Simulation and Extrapolation Method and Its Application , Congjian Liu

Exploring The Relationship between Social Determinantes of Health and Oral Health-related Quality of life (OHRQOL) Among Adults: A Case Study in a Public Health Dental Clinic in Georgia , Rakhi Trivedi

A Content Analysis of Institutions of Higher Education's Sexual Assault Policies: Assessing Response to Sexual Assault in Georgia , Brianna Williams

Theses/Dissertations from 2019 2019

Community Perceptions on Access to and Communication Gaps Regarding Dementia-Specific Health Resources and Services , Randi G. Bastian

Emissions of Pollutants from Tire Burning for Meat Processing, Associated Biomarker of Exposure, and Respiratory Function: A Cross-Sectional Study in Ghana , Alicia A. Brown

Exploring The Factors Associated With Social Media Use In Local Health Departments , Suzanne Lamarca Madden

Variable Selection in Accelerated Failure Time (AFT) Frailty Models: An Application of Penalized Quasi-Likelihood , Sarbesh R. Pandeya

Public Health Workforce Perceived Impact of Emerging Issues in Public Health , Kristie C. Waterfield

Maternal Smoking During Pregnancy and Offspring Obesity: An Association Effect-Modified by Gestational Age , Felicia Yeboah

Theses/Dissertations from 2018 2018

Factors Associated with Continuous Improvement by Local Boards of Health , Tran Nguyen

Examining the Issue of Compliance With Personal Protective Equipment Among Wastewater Workers Across the Southeast Region of the United States , Tamara L. Wright

Theses/Dissertations from 2017 2017

Exploring Job Satisfaction and Preceptorship Capacity Among Applied Epidemiologists , Jessica C. Arrazola

An Analysis of Factors Impacting Adherence to Follow-up Care for Cervical Cancer among Women in Georgia Using Andersen’s Healthcare Utilization Model , LaTisha Oliver

Universal Coverage in Developing Countries: A Summative Evaluation of Maternal Policies in Ghana and Burkina Faso , Kiswendsida Aida Sawadogo

Application of the Misclassification Simulation Extrapolation (Mc-Simex) Procedure to Log-Logistic Accelerated Failure Time (Aft) Models In Survival Analysis , Varadan Sevilimedu

Theses/Dissertations from 2016 2016

A Simpler Approach for Mediation Analysis for Dichotomous Mediators in Logistic Regression: An Application to Children’s Health Conditions Associated with Obesity , Jingxian Cai

Missing Data in Clinical Trial: A Critical Look at the Proportionality of MNAR and MAR Assumptions for Multiple Imputation , Theophile B. Dipita

Choosing the Function of Baseline Run-in Data for use as a Covariate in the Analysis of Treatment Data from Phase III Clinical Trials in Hypertension , Yi Hao

Evaluating the Efficiency of Treatment Comparison in Crossover Design by Allocating Subjects Based On Ranked Auxiliary Variable , Yisong Huang

Bayesian Multivariate Regression for High-dimensional Longitudinal Data with Heavy-tailed Errors , Viral Panchal

Evaluation of Tattoo Artists' Perceptions of Tattoo Regulations in the United States , Jessica L.C. Sapp

Theses/Dissertations from 2014 2014

Public Health Professionals’ Prepardness and Challenges In Implementing Certified Electronic Health Records Technology , Vibha Kumar

Explicit Estimates for Cell Counts and Modeling The Missing Data Indicators in Three-Way Contingency Table by Log-Linear Models , Haresh D. Rochani

Theses/Dissertations from 2013 2013

A Study of Suicide: A Latent Class-Evidence Based Model for Screening of Suicidal Behaviors among Adolescents Living in the United States from 1991-2011 , Ryan Christopher Butterfield

Robustness of Multiple Imputation under Missing at Random (MAR) Mechanism: A Simulation Study , Priyanka Garg

Theses/Dissertations from 2012 2012

Size and Power of Tests of Hypotheses on Parameters When Modeling Time-to-Event Data with the Lindley Distribution , Macaulay Okwuokenye

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226 Hot Public Health Thesis Topics For Top Grades

Are you stuck trying to get the best current public health research topics for thesis and writing it? If yes, know you are not alone. A lot of students find the tasks challenging, but we are here to help. Keep reading our informative guide that demonstrates how to prepare an engaging public health paper.

We will also highlight hot 226 health policy topics for paper and other public health ideas for dissertation that you can use for top grades. Why settle for less when we can help you select the best college or university papers?

What Is Public Health?

Before looking at the top public health statistics undergraduate thesis topics or other public health research ideas, let’s start with the definition. So, what is public health?

According to the World Health Organization (WHO), public health is “the art and science of preventing diseases, helping to prolong life and promote health using organized efforts. Good examples of public health efforts include preventing outbreaks, educating the public on health choices, promoting fitness, preparing for emergencies, and avoiding the spread of infectious diseases. Public health

How To Write A Great Public Health Dissertation

If you are a graduate or masters student, one of the most comprehensive documents that you need to prepare is the dissertation. It is an expansive paper and comes at the end of your course. Remember that you need to ensure it is prepared well because a team of professors will ultimately evaluate it. So, here are the main steps that you need to follow to prepare a high quality dissertation:

Identify the topic of study Comprehensively research the topic and identify the main points to support it Develop the thesis statement for the dissertation (this thesis will ultimately be tested after gathering your data) Develop an outline for the dissertation. This guide should tell you what to write at what specific instance. Here is a sample outline: Topic of the study Introduction. Start with the thesis statement, followed by the objectives of the study. Then, the rest of the introduction should be used to set the background for the study. Literature review: Review relevant resources about the topic. Methodology: Explain the methodology that was used during the study. Is Results and analysis: Provide the results gathered during the study. Discussion and conclusion: Here, you should discuss the study results and demonstrate whether they approve or disapprove the thesis statement. If you found any gaps in the previous studies, highlight them too and call for further studies. Bibliography: This is a list of all the resources you used to prepare the paper. Write the first draft following the outline we have just listed above. Write the final copy by refining the first draft, proofreading, and editing it.

Awesome Public Health Thesis Topics

Here are the leading thesis topics in public health for top grades. You can use them as they are or tweak a little to suit your preference.

Public Health Thesis Topics In Mental Issues

• What is the role of public health in addressing mental issues in society?
• Seasonal affective disorder: A review of the disorder’s prevalence rates.
• Society should always listen to the needs of mentally ill persons.
• Eating disorders in adults: A review of the treatment strategies used for adults in the UK.
• What is the relation between climate change and emerging public health issues?
• Comparing depression prevalence rates in the UK to those of the US.
• What are the main causes of anxiety disorders in society?
• A review of the connection between HIV/AIDS and mental health issues in society.
• Running a public health facility: What is the most important equipment?
• Emerging public health issues in developing countries.
• Analyzing the psychological problems of breast cancer.
• What strategies should people use to prevent their mental health from social media dangers?
• A review of the public health benefits associated with active lifestyles.
• Stress: Why is it a major risk factor for mental health in many communities?
• What are the most common mental health issues in society today?
• Comparing the rates of depression and stress in China and the UK.
• Addressing anxiety-related disorders: Is cognitive-behavior therapy the best treatment method?
• A review of the economic burden of living with a person suffering from anxiety disorders.
• How does depression impact the quality of life?
• Comparing training of public health officers in the US to India.

Unique Research Topics In Public Health

• Surrogacy: A review of associated ethical issues.
• Prevalence of medical errors in hospitals: A review of the policies used to prevent the problem in the United States.
• Blood transfusion: What are the side effects?
• A review of doctors’ roles in promoting healthy lifestyles.
• Maintaining healthy body weight: Comparing the effectiveness of the recommended methods.
• A review of organ donation trends in Europe and Asia.
• Analyzing the ethical factors around cloning: When should it be allowed?
• The ethics of human experimentation.
• Comparing the rates of heart attacks in women to men in the United States.
• What are the main causes of heart attacks? Can it be prevented?
• Progress in diabetes studies and treatment: Is it possible to get a cure in the future?
• Biological weapons and their impacts on society: A review of the Leukemia rates in Japan.
• Pre-diabetes in children: What are the main symptoms, and how can it be addressed?

Public Health Paper Topics On COVID-19

• How will COVID-19 change life?
• What are the advantages and disadvantages of self-isolation?
• Life lessons that you learned during the COVID-19 pandemic.
• What challenges has your community faced during COVID-19 pandemic?
• School life during COVID-19 pandemic.
• A review of mass media operations during pandemic.
• What projects did you undertake during the pandemic?
• A review of projects that your community undertook during the COVID-19 pandemic.
• A closer look at the backlash against Asians in Europe at the start COVID-19 pandemic period.
• Preparing for the next pandemic: What lessons did the world learn from the COVID-19 pandemic?
• The best strategies for staying healthy during a pandemic.
• Is there anything that we could have done to prevent the COVID-19 pandemic?
• Comparing the effectiveness of Europe and American healthcare preparedness for tackling disasters.
• A review of mental health status in a community of your choice during the COVID-19 pandemic.
• A review of COVID-19 emergence theories: Which one do you think is more credible?
• Comparing the impacts of the COVID-19 pandemic to Ebola.
• Vaccines development for viral infections: What made the development of the COVID-19 vaccine possible so fast, whereas that of HIV/AIDS has taken so long?
• A review of the vaccine development process.
• Time for review: How effectively do you think your government responded to the COVID-19 pandemic?
• Rethinking public health on a global scale: Demonstrating why effective healthcare is only possible when looked at globally.

Interesting Public Health Research Topic Ideas

• What is the importance of learning public health in school?
• Identify and review a common public health issue in your community.
• The history of human health: Comparing what was considered healthy in ancient times to what is referred to as healthy today.
• Going vegan: How can it impact your health?
• Excessive weight: Is it the new threat to human civilization?
• Is bodybuilding healthy?
• Body positive: Is it a new health standard or ignorance of body issues?
• Things to consider when selecting healthy food to eat.
• Why psychological health should be part of every community in society.
• The health of newborns: What is the difference between their healthcare and that of adults?
• Emerging trends in the healthcare industry: How can the latest trends benefit society?
• Comparing depression and anxiety in two countries of your choice.
• Physical wellness must include healthy behavioral patterns and nutrition.
• A sense of belonging is paramount to personal and community health.
• What is the relationship between spirituality and public health?
• A review of stigmatization of mental health issues in a community of your choice.
• Is it possible to prevent depression?
• At what point should children start learning sex-related education?
• Comparing the two main public health issues in two cities: London and New York.
• What is the relationship between poverty and public health?

Hot Researchable Topics In Public Health

• The resurgence of measles in society: The best guidance for clinicians.
• Tackling the growing national drug problem.
• Bioterrorism preparedness for global disasters.
• A review of recent vitamin D recommendations for older adults.
• Strategies for maintaining maternal mortality at low levels across the globe.
• Efforts by Asian governments to reduce infections from using unsafe water.
• Over-the-counter drug abuse in Europe: Compare two countries of your choice.
• Health care providers’ roles in preventing bullying in society.
• Knowledge management in the UK healthcare organizations.
• The health benefits of good healthcare waste management.
• Characteristics of dental wastes in hospitals.
• Comparing the most prevalent public health issues in developed and developing nations.
• Latest trends in financing public health.
• The relevance of clinical epidemiology in public health.
• Evidence based public health.
• Epidemiological burden of HIV/AIDS in developing countries.
• Addressing cervical cancer in developing countries: Is it possible to eliminate it completely?
• Ethics in public health clinical research.
• Comparing the strategies used in teaching and motivating public health professionals in developing and developed countries.

Research Topics In Public Health For Masters

• Advertising and impacts on food choices in the community.
• The use of stem cell technologies for cancer treatment: What are the latest trends?
• Bio-printing: Is it the future of organ transplants?
• Nutrition education: How does it promote healthy diets?
• Exercising: What role does it play in promoting strength and balance in the elderly?
• Weight loss surgery: What are the key advantages and disadvantages?
• Heart disease is a major public health issue in society.
• Alternative strategies for treating depression in society: Are they effective?
• Healthcare leadership and its importance in public health.
• Legal aspects of public health care in the society.
• Mental disabilities in patients: A review of the emerging trends in the UK.
• How does the United States promote the development of public health?
• Inequalities in medicine: What impact does it have in public health?
• The most controversial issues in public health in the UK.
• What are the most preferred storage systems for medical supplies in the UK public health facilities?
• Reimagining the public health systems on the globe: Where do you see the UK health system in the next 20 years?

Top Thesis Topics In Dental Public Health

• Common oral health issues in Ireland.
• A review of common problems of endodontically treated teeth.
• The role of good leadership skills in dental education.
• Child management techniques between male and female practitioners.
• What role does ergonomics play in dentistry?
• Dental material and bio-engineering: What are the latest trends?
• A review of the relationship between diabetes and oral health in the society.
• The role of electronic health care record systems used in public health.
• Comparing dental health issues in the developing and developed countries.
• A review of public awareness of dental health issues in a community of choice.
• How can you ensure that all the food you buy is safe and healthy?
• What strategies are used by your local health community to promote dental awareness?
• Dental health management in California: What do you think should be done differently?
• Are you satisfied with the strategies used to address dental issues?

Hot Thesis Topics Public Health

• Mandatory overtime work for medical staff: How does it impact their commitment to their job?
• Nursing shortage and its impact in public health.
• Strategies for improving public health in the EU.
• Mental health issues among asylum seekers in the United States.
• Common mental issues among veterans returning from war: A case study of the United States.
• What functions does management play in healthcare settings when handling key public health issues?
• How poor relationships between nurses and doctors can impact public health services delivery.
• Third-party players in public health and their roles.
• Financial reporting standards in public health facilities.
• What is the correlation between revenue collection in society and the quality of patient services?
• Reviewing the coordination of public health officials during disasters.
• The importance of staff training on quality of health services.
• Comparing the differences between alternative medicine and conventional medicine in addressing public health issues in society.
• Obesity: What are the main causes in child-going age?
• A review of health consequences of caffeine.
• Medical marijuana: What are the main pros and cons?
• A review of the US Farm Bill Amendments that legalized use of cannabis in the US.
• Doing sports: Is it always healthy?
• Low-fat or low-carb diet: Which one is better in addressing overweight and diabetes issues?
• Preventing communicable diseases: Evaluating the prevention strategies used in Asia.
• What is the estimated cost of treating heart problems?

Controversial Public Health Dissertation Topics

• Smoking and impacts of current efforts to address cancer in the society.
• A review of the main causes of heart attacks in society today.
• Tobacco ads: Evaluating their impacts and the relationship to the current cancer trends in the society.
• Sleep disorders: Explain why they should be considered a public health issue.
• Staffing shortage and the impacts in fighting COVID-19 pandemic in Asia.
• Analyzing risk management of treating different diseases in the community.
• COVID-19 pandemic in numbers: Comparing the infection rates in the developed and developing countries.
• Reviewing strategies used in the US public health system to achieve equity: How effective are they?
• Analyzing the main challenges in the UK medical care system.
• Rising cases of suicides in the society: What are the main causes?
• A comprehensive review of strategies used to prevent suicides in the 21st century in the US.
• Use of vaccines to prevent diseases: Do adults still need the vaccines?
• Heat-related deaths: What strategies should be adopted?
• Chronic-diseases prevention: Comparing the strategies used in developing and developed countries.
• Are we becoming too dependent on antibiotics in fighting diseases?
• Opioid crisis: Are the doctors to blame for it?
• Use of blockchain in growing accuracy of clinical trials in medicine.
• What dangers are posed by nuclear wastes in society?
• Assessing US industrial facilities compliance rates to cut down emissions.
• Using clean energy as a strategy of improving public health: What are the expectations?
• What is the healthiest country?
• Evaluating the correlation between gaming and deviant behavior among children in society.
• COVID-19 could have been prevented if WHO was more vigilant?

Public Health Research Questions

• Is the high cost of medical healthcare in the United States justified?
• What is the correlation between poverty and poor health in society?
• Should health care for homeless people be free?
• Unconventional medicine: Should it be part of the UK healthcare system?
• Should doctors be responsible for medical errors?
• Should medical officers or health facilities be allowed to promote selective medical products?
• Should all healthcare facilities in the UK be required to have translators for non-English speaking clients?
• Mental health issues associated with domestic violence: A case study of France.
• Is it a good idea to legalize euthanasia?
• What are the benefits of using surgical masks in public?
• What are the most important lessons from the different waves of the COVID-19 pandemic reported on the globe?
• Who is more responsible for the COVID-19 pandemic?
• Ebola or COVID-19 pandemic: Which is worse?
• What are the main causes of epidemics on the globe?
• Public health planning: What are the most important things to think about?
• Should governments pay the cost of rehabilitating drug addicts in society?
• Teaching children healthy lifestyles: What are the best strategies?
• What problems do people with autism face in society?
• What are the leading causes of child mortality in your community?
• Gun violence in the United States: Should it be considered a public health issue?
• What illnesses are considered foodborne?

Easy Topics In Public Health

• All workplaces should support breastfeeding.
• What are the best strategies to reduce pollution in society?
• Public health benefits of recycling waste in society.
• Reviewing the causes of poor water quality in the developing world.
• Comparing water quality standards policies in the UK and US.
• Health impacts of the rapid depletion of o-zone depletion.
• Better planning of infrastructural development is important for healthier societies: Discuss.
• The US is better prepared to handle pandemics that might arise after the COVID-19 pandemic. Discuss.
• A review of common diseases spread by vectors.
• A review of key policies installed to protect employee health.
• Legal age for consuming energy drinks should be set by the government to address the problem of diabetes.
• Smoking: Should it be banned in public?
• What are the best strategies for raising awareness in public?
• Can reducing the workload of employees in manufacturing facilities improve their health?
• Sunbathing should be restricted to prevent the risk of cancer: Discuss.
• Should abortion be banned in society?
• School-related stress: How can it be prevented?
• Should birth control be made available and free for all teenagers?
• What should be categorized as a bad health habit?
• Compare and contrast two common treatment methods for treating behavioral disorders.
• Internet addiction: What are the main dangers of internet addiction?

Other Public Health Topics For Research

• How to stay healthy and safe during a pandemic.
• Using a bicycle instead of driving is healthier.
• Common mental disorders in India.
• What is the biggest health issue among young people?
• The impact of exercising in teenagers.
• Why do teenagers experiment with drugs?
• What impact does dispositional violence have on mental disorders?
• Is telemedicine helpful in promoting better healthcare?
• Unproven alternative medicine: What are the associated risks?
• What alternatives do we have for antibiotics?
• What is the difference between private and public healthcare?
• A review of the main health issues associated with puberty.
• What is the most dangerous disease of the 21st century?
• Why are some people still afraid of vaccines?
• Experimental treatment: Why do people agree to undergo it?
• How can we improve the health of people living with chronic illnesses?
• The best strategies to make people aware of the basics of healthcare.
• A review of the growing awareness about reproductive health in the society.

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PHD PUBLIC HEALTH DOCTORAL THESIS UPDATED (2018).docx

Background: Asthma is a major public health problem among adolescents with significant functional disability. Inadequate knowledge and poor perceptions of the disease are highly contributory to its impact. Patients’ education is vital in addressing this challenge. Objective: The study assessed the level of knowledge and perceptions of asthma and the impact of asthma health education programme among a group of the secondary school students in Ile- Ife, Nigeria. Methods: A quasi- experimental study with a repeated measure, non- equivalent groups study design. Data for the study were obtained from both the intervention and control group participants using a 71 item pre- tested, close ended, self- administered questionnaires to assess the knowledge and perceptions of asthma at baseline (pre- test), one week (post test), three weeks (post- test 2) and six weeks (post- test 3) in the intervention group and at six weeks (post- test) in the control group. Participants were selected using multi- stage and simple random sampling techniques. Data was analysed using both descriptive and inferential statistics. Results: The results of this study showed that perceptions and knowledge of asthma were poor among the groups. Findings revealed that health education intervention had significant effect on knowledge and perceptions of Asthma among the secondary school students (p< 0.05). The result also showed significant changes over a period of time in the knowledge and perceptions of asthma among the participants in the intervention group. The study further revealed that there were significant associations between knowledge of asthma and the secondary school students’ age and class level and between perceptions of asthma and secondary school students’ class level. Only the ethnicity showed a significant association with perceptions of asthma of the students before health education intervention. Conclusion: The overall results showed that health educational interventions are effective as well as essential and should be carried out to improve knowledge and perceptions of asthma among early adolescents and older school age children such as secondary school students as shown by this study.

Related Papers

Texila International Journal , Oluwafemi T E M I T A Y O Ilesanmi

Asthma is a major public health problem among adolescents with significant functional disability. Inadequate knowledge and poor perceptions of the disease are highly contributory to its impact. Patients' education is vital in addressing this challenge. The study assessed the level of knowledge and perceptions of asthma and the impact of asthma health education programme among a group of the secondary school students in Ile-Ife, Nigeria. It is a quasi-experimental design study which used a pre-tested 71-item, purpose designed, self-administered questionnaires to collect information on knowledge and perceptions of the respondents on asthma before and after intervention. Data were collated and analyzed based on descriptive and inferential study design. The results of this study showed that perceptions and knowledge of asthma were poor among the group. There was a significant difference in the pre-test and post-test knowledge and perceptions scores of asthma of the secondary school students in the intervention group following health education programme intervention. In addition, the results showed that there was a significant change in knowledge and perceptions of asthma overtime for the participants in the intervention group, over a period of 1 week, 3 weeks and over a period of 6 weeks. We concluded that health educational intervention has significant positive effect on knowledge and perceptions of asthma among secondary school students in Ile-Ife, Osun State, South West, Nigeria.

Oluwafemi T E M I T A Y O Ilesanmi

Poor understanding of asthma can result in under-utilisation of available health services and reduced adherence to medications which ultimately leads to poorly controlled asthma and negatively impacts quality of life. Studies of association between asthma knowledge and asthma perceptions with socio-demographic variables (such as age, class level, ethnicity, religion, familial experiences) with and without health education intervention in Nigeria are sparse. The study identifies socio-demographic factors associated with knowledge and perceptions of asthma at the pre-test and post-test health education intervention among the secondary school students of Ile-Ife, Osun State, and SouthWest , Nigeria. It is a quasi-experimental design study which used a pre-tested 71-item, purpose designed, self-administered questionnaire to collect information on socio-demographic variables, knowledge and perceptions of the respondents on asthma before and after intervention. Data was collated and analyzed using appropriate descriptive and inferential study design. The results of this study showed that there were significant associations between posttest knowledge and variables of class level and religion. Another finding was that ethnicity showed a significant association between pretest perception score of the participants. It also showed there was a significant association between posttest perceptions and class level of the participants. We concluded that health education intervention influenced the association between certain socio-demographic variables (such as class level, religion and ethnicity) deployed in this study and the knowledge and perceptions of asthma among secondary school students in Ile-Ife, SouthWest , Nigeria.

Asthma is a serious global health problem that affects people of all backgrounds and ages with morbidity and mortality higher among older school-age children and early adolescents which causes have been attributed to inadequate knowledge and the wrong perceptions about asthma. The study assessed the level of knowledge and perceptions of asthma; investigated the association of certain demographic characteristics with the level of asthma knowledge and perceptions and determined the correlation between the asthma knowledge and perceptions among secondary school students of Ambassadors College, Ile-Ife, Nigeria. It is a cross-sectional study which used a pre-tested 71-item, purpose designed, self-administered questionnaires to collect information on knowledge and perceptions of the respondents on asthma. Data were collated and analyzed based on descriptive and inferential study design. The result showed that the majority of the respondents had intermediate level of asthma knowledge (68.5%, 285). It also showed that majority of the respondents 63.7% (265) have intermediate level of asthma perceptions. In addition, the result showed significant association between asthma knowledge score and age; and class of the respondents (p <0.05). It also showed a significant association between asthma perceptions scores and age; and class of the students (p <0.05). The results also showed significant correlation between asthma knowledge and perceptions scores of the students (p <0.05). It was, therefore, concluded that the secondary school students of Ambassadors College, Ile-Ife, Nigeria have intermediate asthma knowledge and perceptions levels.

Academic Emergency Medicine

Srihari Cattamanchi

Background: The 2010 earthquake that struck Haiti caused more than 200,000 deaths and significant damage to health care infrastructure. One year later Haitian children and youth are most at risk, with an estimated 500,000 orphans exposed to debilitating diseases. Objectives: To assess the health and psychosocial status of a sample of Haitian children, one year after the 2010 earthquake. Methods: A prospective cohort study, assessing the health and psychosocial status among Haitian children, one year after 2010 earthquake, from seven orphanages and two schools in and around Port Au Prince, Haiti. Children, ages 1–18 years, from 7 were included in the study. These children were assessed for any medical illness, which was diagnosed based on their chief complaints, history of presenting illness, vital signs, and physical examination by medical teams. Based on their findings, children were either treated on-site or sent to medical clinics for further evaluation and treatment. Some childr...

Barbara Cameron

Rachel Churchill

Cochrane database of systematic reviews (Online)

BACKGROUND: Many people have asthma, and for some their symptoms may be triggered by psychological factors. In addition compliance with medical therapy may have a psychological dimension. Therefore, psychological interventions aim to reduce the burden of symptoms and improve management of the disease. OBJECTIVES: To assess the effectiveness of psychological interventions for adults with asthma. SEARCH STRATEGY: The Cochrane Airways Group specialised register and PsycINFO were searched with pre-defined terms until September 2003. SELECTION CRITERIA: Randomised controlled trials published in any language assessing the effects of a psychological intervention compared with a form of control in adult participants were included in the review. DATA COLLECTION AND ANALYSIS: Two reviewers assessed the relevance of abstracts identified by electronic searching and retrieved agreed studies for further scrutiny. The studies that met the inclusion criteria were assembled and data extracted. MAIN ...

Fadzli Baharom

"Background & Hypothesis: Transactive memory system (TMS) describes a system where group members rely on one another to attain, accumulate and communicate information from different knowledge areas of expertise. Studies affirmed that TMS is related to positive team outcomes. This study aims to explore TMS within the context of multidisciplinary rounds (MDRs) in an acute geriatrics ward by studying the dimensions of 2 validated scales of TMS. Methods: We studied members of the geriatrics multidisciplinary team (n = 78) who have participated in MDRs. Lewis’(2003) 15-item scale measured 3 dimensions of TMS behavior while Faraj’s (2000) 11-item scale measured 3 dimensions of expertise coordination. We performed principal component analysis (PCA) with varimax rotation to determine the factor structure of both scales. The optimal number of factors was determined by parallel analysis. Results: Factor analysis was appropriate (Lewis: KMO = 0.803, Bartlet t = 355.39, P <0.001; Faraj: KMO = 0.791, Bartlett = 325.72, P <0.001). As opposed to the conventional tri-dimensional structure of both scales, we identified an optimal 2-factor structure instead. The Lewis scale comprised the dimensions of teamwork and team functioning, while the Faraj scale highlighted team culture and team knowledge. A higher percentage of variance was explained by Faraj (55%) compared to Lewis (45%). Both scales exhibited a high degree of internal reliability (Cronbach’s α = 0.84). Discussion & Conclusion: Our study demonstrates the viability of TMS in MDRs within an acute geriatrics setting that is predicated on the 2 core components of knowledge resource and team processes. Future studies are needed to study the applicability of TMS in other settings and its relation to team outcomes." FADZLI BAHAROM, KT TAN, MPC CHAN, I LIM, WS LIM National Healthcare Group HQ, Tan Tock Seng Hospital,

"Background & Hypothesis: Clinical rotations represent a critical transition from lecture-based to patient-based learning. Although different learning environments might suggest that dispositions and behaviours expected out of medical students could be different, this issue has received little attention in the literature. This study explored students’ clinical experiences in adapting to the rarely articulated expectations of healthcare workers. Methods: We interviewed doctors (n = 12) and nurses (n = 8) of varying levels of seniority who interacted with students regularly in a public hospital in Singapore, and third-year medical students (n = 12) doing their final rotations there. Results: Students’ expectations of learning, which were shaped by their pre-clinical interactions, were sometimes at odds with the healthcare workers’ expectations. Through initial struggles, students discovered the need to overcome fears in their interactions and be self-directed in learning in an intense clinical environment. These dispositions and behaviors were manifested in the form students described as “being thick-skinned” in their desire to learn. Discussion & Conclusion: “Good medical students,” as perceived by healthcare workers, are those who successfully balance their academic workload and adapt to the demands of the clinical environment. The struggles these students faced resonated with Bourdieu’s concept of habitus. Habitus is a set of dispositions and practices that are influenced by interactions in the environment. For these students, the transition from the educational to clinical environment gave rise to a habitus of “being thick-skinned.” This study has shown the importance of habitus in understanding students’ learning and professional socialisation. Further attention is needed to examine how “being thick-skinned” guides students in their future actions. FADZLI BAHAROM ADZAHAR, ISSAC LIM, LOIS HONG, ABEL CHEN, BENJAMIN DING, KEITH TAN, National Healthcare Group HQ, National University of Singapore"

Canadian respiratory journal : journal of the Canadian Thoracic Society

Heather Sharpe , Carina Majaesic

It is postulated that children with asthma who receive an interactive, comprehensive education program would improve their quality of life, asthma management and asthma control compared with children receiving usual care. To assess the feasibility and impact of &#39;Roaring Adventures of Puff&#39; (RAP), a six-week childhood asthma education program administered by health professionals in schools. Thirty-four schools from three health regions in Alberta were randomly assigned to receive either the RAP asthma program (intervention group) or usual care (control group). Baseline measurements from parent and child were taken before the intervention, and at six and 12 months. The intervention group had more smoke exposure at baseline. Participants lost to follow-up had more asthma symptoms. Improvements were significantly greater in the RAP intervention group from baseline to six months than in the control group in terms of parent&#39;s perceived understanding and ability to cope with an...

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