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Graduate Course Proposal Form Submission Detail - PHC7702

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Current Status: Approved, Permanent Archive - 2011-07-20
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/10/11; GC approved 6/6/11; to USF System for Concurrence 6/23/11; to SCNS 7/1/11; SCNS approved. Effect 8/1/11. Problem with Pre-reqs…


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    2490 2011-03-06
     
    Department College Budget Account Number
    Community and Family Health PH 0-6405-000
     
    Contact Person Phone Email
    Rita DeBate 46683 rdebate@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 7702 Advanced Public Health Research and Evaluation Methods

    Is the course title variable? N
    Is a permit required for registration? Y
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Adv Public Health Res Methods
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    PHC 6010; PHC 6708; PHC 6701; PHC6410; PHC 7XXX, Professional Foundations I; PHC 6500; PHC 7417 ; PHC 6193

    Corequisites

    none

    Course Description

    This course focuses on advanced research and evaluation methods of multi-level community based public health initiatives. Models and processes for evaluation of multi-level program interventions, study design and appropriate methods are covered.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    All 2nd year PhD students in Public Health (concentration: community and family health)

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    DrPh with research and evaluation experience


  4. Other Course Information

    A. Objectives

    Domain 1: Scientific Knowledge and Theory

    1. Analyze research traditions in community and family health from the standpoint of the philosophy of science

    Domain 2: Research

    2. Critically analyze research literature

    3. Identify models for guiding independent research

    4. Formulate research questions and testable hypotheses that will impact community and family health

    Sub-competency: Develop research questions and testable hypotheses based on established and/or emerging theories

    5. Align research questions with appropriate methods of inquiry

    Sub-competency: Weigh strengths and weaknesses of research designs and methods (both qualitative and quantitative) as related to research questions

    Sub-competency: Identify and operationally define study variables

    6. Apply ethical standards of public health in the conduct and dissemination of research

    Sub-competency: Analyze research studies regarding ethical implications

    Sub-competency: Demonstrate ability to protect the privacy and rights of research participants

    B. Learning Outcomes

    By the end of the course, the student will be able to:

    1. Discuss the multi-level nature of public health research and evaluation.

    2. Explain and exemplify strategies used in the critical analysis of research literature.

    3. Discuss ethical standards in public health for the conduct and dissemination of research and identify ethical implications of previously published and pending research.

    4. Demonstrate awareness of the scientific behaviors necessary to protect the privacy and rights of research participants.

    5. Formulate research questions that address multi-level, theory-based public health issues.

    6. Distinguish between types and elements of various research designs in the study of public health outcomes, the assessment of effectiveness of public health interventions, and the distribution of and general impact of health services/programs.

    7. Differentiate between types of validity, research designs, sampling and measurement.

    8. Evaluate potential threats to internal and external validity and reliability and propose mechanisms to minimize such threats.

    9. Demonstrate a working knowledge of sources of population data.

    10. Describe models for evaluation of multi-level public health programs and interventions.

    11. Apply principles of the RE-AIM evaluation framework to a public health multi-level evaluation.

    C. Major Topics

    Tentative Course Calendar Summer A

    *Please note dates are tentative & subject to change as required

    Week

    Topic

    Class 1

    Course Introduction & Overview

    Philosophy of Science & Research Synthesis

    Class 2

    Ethics and the Systems Oriented Multi Level Nature of Public Health

    Suggested Readings:

    Glass, T.A & McAtee, M.J. (2006). Behavioral Science at the crossroads in public health: Extending horizons, envisioning the future. Social Science & Medicine, 62, 1650-1671.

    Huang, T. et al. (2009). A Systems Oriented Mulitlevel Framework for Addressing Obesity in the 21st Century. Preventing Chronic Disease: Public Health Research, Practice and Policy, 6(3) 1-10.

    Class 3

    Conceptualizing Specific Aims, Research Questions, & Hypothesis

    Units of Analysis, Variables & Levels of Variables

    Relationships among Variables: Mediation, Confounding &

    Suppression Effects

    Writing Research Questions & Hypothesis

    Role of theory in Conceptual Models

    Class 4

    Experimental & Quasi Experimental Design

    Causal & Internal Validity

    Randomization and Experimental Design

    Factorial Designs

    Quasi Experimental Designs

    Longitudinal Designs

    Class 5

    Other Study Designs:

    Survey research

    Epidemiologic Designs

    Cohort Sequential Designs

    Ecological & Contextual Designs

    Class 6

    Measurement:

    Overview of the Importance of Careful Measurement

    From Theory to Measurement: Defining and Operationalizing

    Concepts

    Basic Properties of Measures and How We Assess Them

    Association vs. Causation

    Levels of Measurement

    Extraneous Variables

    Questionnaire Design: Creating Scales, Estimating Correlation

    Class 7

    Sampling

    Random Sampling

    Non-Random Sampling

    Identifying & Reaching the Right Sampling Units

    Reducing Subject Attrition

    Data Collection Modes; Self Administered, Telephone, In-

    Person, Web

    Class 8

    Choosing Effective Methods of Data Analysis

    Class 9

    Evaluation

    Evaluation of Need

    Evaluation of Efficiency

    Evaluation of Outcomes

    Evaluation of Processes

    Recasting/ Forecasting

    Evaluation versus Research

    Class 10

    Models and Frameworks for Evaluation

    Class 11

    The Re-Aim Framework

    Class 12

    Culminating Class Exercise: Re-Aim Case Study

    D. Textbooks

    Miller and Salkind. (2002) Handbook of Research Design and Social Measurement. 6th Edition: ISBN: 0-7619-2045-5

    E. Course Readings, Online Resources, and Other Purchases

    Additional course readings will be assigned in class on a weekly basis to enhance the understanding of topics covered and can be downloaded via the Universities Library system or from blackboard. Reading materials will be posted no later than the Friday that precedes the week of the assigned lecture.

    F. Student Expectations/Requirements and Grading Policy

    1. Take Home Research and Evaluation Application Activities (20%)

    2. Concept Paper and Presentation. For this assignment, students will research a concept in public health and assess it in relation to how well the construct’s related to that concept are being operationalized, researched and evaluated at present (paper 20%, presentation 10%)

    3. Class Discussion Leadership: Each student will be required to lead one ‘discussion” of a construct, peer-reviewed journal article, evaluation tool, or policy related to a weekly course topic in the first 20 minutes of their assigned class. Weekly topics will be assigned by the instructor and once assigned, students will work the instructor to select and develop the discussion outline and materials. Detailed instructions for this exercise will be distributed early in the 2nd week of class, and the instructor will “model” how this activity is done in the 3rd week of class (20%). If student enrollment exceeds 10 students, this activity will be done in teams of 2.

    4. Group RE-AIM evaluation application. This will be a culminating experience in which student groups demonstrate & apply their understanding of the RE-AIM framework to an example assigned in class) (20%)

    5. Course participation. Comprised of: class attendance, completing course readings prior to class, participation in class discussions, and participation in class activities.

    Grading for class participation is as follows (8%)

    G. Assignments, Exams and Tests

    1. Take Home Research and Evaluation Application Activities (20%)

    2. Concept Paper and Presentation. For this assignment, students will research a concept in public health and assess it in relation to how well the construct’s related to that concept are being operationalized, researched and evaluated at present (paper 20%, presentation 10%)

    3. Class Discussion Leadership: Each student will be required to lead one ‘discussion” of a construct, peer-reviewed journal article, evaluation tool, or policy related to a weekly course topic in the first 20 minutes of their assigned class. Weekly topics will be assigned by the instructor and once assigned, students will work the instructor to select and develop the discussion outline and materials. Detailed instructions for this exercise will be distributed early in the 2nd week of class, and the instructor will “model” how this activity is done in the 3rd week of class (20%). If student enrollment exceeds 10 students, this activity will be done in teams of 2.

    4. Group RE-AIM evaluation application. This will be a culminating experience in which student groups demonstrate & apply their understanding of the RE-AIM framework to an example assigned in class) (20%)

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    Late Assignments

    Late assignments will not be accepted without prior arrangements with the instructor. Failure to complete any assignment will not constitute an excuse for being assigned an "I" grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem and where arrangements have been made with the instructor

    J. Program This Course Supports

    PhD, Public Health (Community and Family Health)


  5. Course Concurrence Information

    All other PhD Public Health concentrations.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.