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Graduate Course Proposal Form Submission Detail - PHC7702
Tracking Number - 2490
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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…
Detail Information
- Date & Time Submitted: 2011-03-06
- Department: Community and Family Health
- College: PH
- Budget Account Number: 0-6405-000
- Contact Person: Rita DeBate
- Phone: 46683
- Email: rdebate@health.usf.edu
- Prefix: PHC
- Number: 7702
- Full Title: Advanced Public Health Research and Evaluation Methods
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Adv Public Health Res Methods
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
R - Regular
- 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.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
- 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)
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- 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
- 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
- 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.
- 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
- Textbooks: Miller and Salkind. (2002) Handbook of Research Design and Social Measurement. 6th Edition: ISBN: 0-7619-2045-5
- 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.
- 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%)
- 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%)
- 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.
- 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
- Program This Course Supports: PhD, Public Health (Community and Family Health)
- 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.