2008-09 Extended Degree Program Elective Course Offerings and Descriptions
The below courses are now available through the Extended Degree Program (EXDP) to public health professionals, students, and alumni who graduated from any accredited USA college or university with a bachelor degree or higher. US public health professionals who are working in a foreign country may be able to take the distance-only courses. Please note, however, that the University of Washington requires the submission of an original Bachelor’s transcript from non-UW graduates. Please contact EXDP at uwedp@u.washington.edu or 206-685-7580 if you’re interested in taking one of the below courses. Tuition cost is $445 per credit, plus various program and UW fees. See the registration form for a breakdown of all costs.
ExDP Courses that are offered most every quarter, via total distance (see quarters below for registration deadlines):
1) Writing Skills, HSERV 590, 1 credit, offered every quarter 2) Health Behavior and Preventive Medicine: Rationale and Understanding Behavior, HSERV 577, 2 or 4 credits, offered every quarter 3) Advanced Economics - Decision Analysis, HSMGMT 515, 1 to 3 credits, offered every quarter 4) A Small Dose of Toxicology - An Introduction to the Health Effects of Chemicals, ENVH 405, 3 credits, offered every quarter 5) Environmental Health Regulation, ENVH 471, 3-6 credits, offered Autumn, Winter, and Spring Quarters
ExDP Courses that are offered once a year depending on availability of instructor. Note Date of Courses for the Year.
6) Cultural Competency Workshop, HSERV 590, 1 credit, (required: 1 onsite day) NOTE: Course will be offered Spring Quarter 2009 in April.
ALL of the FOLLOWING BELOW COURSES are OFFERED EITHER TOTALLY DISTANCE or with SOME ON-SITE ATTENDANCE ExDP Courses that are offered Autumn Quarter (registration begins Aug 20)
October seminar: http://depts.washington.edu/hsedp/docs/oct-seminar.pdf December seminar: http://depts.washington.edu/hsedp/docs/dec-seminar.pdf
7) Introduction to International Health, HSERV 590, 3 to 4 credits, (3 cr distance or optional: 4 cr with 2 days onsite) 8) Public Policy and the Public’s Health, HSERV 590, 3 credits, (2 days onsite) 9) Adult Learning - Theory and Practice, HSERV 560, 3 credits, (optional: distance or 2 afternoons onsite) 10) Topics in Maternal and Child Health, HSERV 541, 3 credits, (optional: distance or 2 afternoons onsite) 11) Obesity: Prevention and Control, Nutr 550, 3 credits, (total distance)
ExDP Courses that are offered Winter Quarter (registration begins Nov 20)
February seminar: http://depts.washington.edu/hsedp/docs/feb-seminar.pdf
12) The Epidemiology of Maternal and Child Health Problems, EPI 521/HSERV 542, 3 credits, (total distance, continues through Spring quarter) 13) Introduction to Health Promotions/Planning, HSERV 561, 3 credits, (required 2 days onsite, continues through Spring quarter) 14) Child Health in Developing Countries, HSERV 590, 3 credits, (total distance) 15) Transforming Health Information into Individual and Population Behavior Change, HSERV 590, 3 credits, (optional: distance or 1 day onsite) 16) Survey of Advanced Nutrition, Nutr 511, 3 credits, (total distance) 17) Nutrition Care Process, Nutr 590, 1-3 credits, (total distance)
EXDP Courses that are offered Spring Quarter (registration begins Feb 20):
April seminar: http://depts.washington.edu/hsedp/docs/apr-seminar.pdf
18) Public Health Policy Workshop, HSERV 590, 2-3 credits, (optional: distance or 1 day onsite) NOTE: Spring 2009, this course will only be offered for 2 credits/distance.
6) Cultural Competency Workshop, HSERV 590, 1 credit, (required: 1 onsite day)
NOTE: Course will be offered Spring Quarter 2009 in April.
Course descriptions follow below.
***************** THE FOLLOWING FIVE COURSES ARE OFFERED MOST EVERY QUARTER:
*************************** 1) Writing Skills, HSERV 590
1 credit via distance only, no on-site requirement, CR/NC Offered every quarter Being able to write well is an important skill to have in the field of public health. Public health professionals often have to communicate in writing critical information to the public or their peers. Poor writing can make your message difficult to understand. Errors in grammar, punctuation, and word choice call into question your professional expertise. This course provides you the opportunity to refresh your writing skills. Over time, we develop bad habits, such as overusing the passive voice and “to be” words, relying too often on “crutch” words, and using empty adverbs. In addition, writing itself changes, as demonstrated by the booming business in the latest editions of style manuals. Course Objectives:
Apply conventions of technical writing style, for example, avoid use of articles and use a gerund rather than the conjunction “that” Write introductions that succinctly summarize the interest, problem, and contribution of a paper. Recognize language that may imply bias and rewrite so that it is bias-free (“person with diabetes” rather than “diabetic”) Write clearly by adding subjects to sentences and using the active voice. Identify wordiness and rewrite concisely, applying techniques such as removing padding from around verbs (“provides” rather than “plays a role in providing”), reducing redundancy (“private” rather than “privacy sensitive”), and deleting over-used phrases and clichés (“the fact that,” “as already stated,” “in terms of”) Vary sentence length to create interest and add transitions between sentences to create coherence Cite sources to avoid repeating information in text and using direct quotes Expand vocabulary and expand use of punctuation. Overcome writer’s block by experimenting with techniques listed in Strategies for Overcoming Writer’s Block
Instructor: Deborah Shattuck. Deborah is a published science writer and has over 15 years experience editing research manuscripts. She currently is managing editor of the Northwest Bulletin: Family and Child Health, and a freelance editor and writer. http://depts.washington.edu/hsedp/courses/253 *****************************
2) HEALTH BEHAVIOR AND PREVENTIVE MEDICINE: Rationale and Understanding Behavior, HSERV 577
2 or 4 credits, fully via distance. There are two distinct sections for this course. Students who want to take both sections, may take the second section right away or later. This course is offered every quarter. Health Education and Community Practice focus. Health behavior is that field of investigation that focuses on understanding personal behaviors thought to be important to health (either health-hazardous or health-conducive). This course focuses on: (1) psychosocial factors related to health, preventive health behavior, illness perception and behavior, emphasizing the decisional bases for actions ranging from personal living habits to seeking medical care and following professional recommendations; (2) theoretical foundations for prevention, emphasizing issues related to the delivery of preventive health care services; (3) interaction of consumers and providers in the delivery of health care services; and (4) processes in health and illness and strategies for changing inappropriate health-related behaviors. COURSE OBJECTIVES: PART 1: (1) Define the fundamental issues in health behavior and preventive medicine; (2) Critically appraise psychosocial, cultural, and socioeconomic approaches to health behavior (2) Apply psychosocial frameworks and concepts to health problem areas; (3) Recognize behavioral issues in health care management; (4) Formulate effective interventions designed to promote appropriate health practices;
(5) Evaluate effective interventions designed to promote appropriate health practices. PART 2: (1) describe fundamental issues in health behavior and preventive medicine; (2) apply psychosocial frameworks and concepts to health problem areas; (3) explain behavioral issues in health care management; (4) formulate an effective intervention designed to promote appropriate health practices (5) evaluate interventions directed to increasing appropriate health practices
The instructor is Maggie McKenna, PhD, MA, MPH, a Clinical Associate Professor in Health Services. http://depts.washington.edu/hsedp/courses/156 ****************** 3) Advanced Economics - Decision Analysis, HSMGMT 515 1 to 3 credits, fully via distance. There are several sections for this course. Students who want to take additional sections, may take them right away or later. This course is offered every quarter. This course develops skills that will allow students to become informed consumers of economic evaluations of health programs. Students will also have the opportunity to develop skill necessary to conduct economic analyses of public health and health service programs. We will review the different analytic approaches available for the economic evaluation of health programs, examine the different steps involved in each of these approaches and provide a critical examination of each. Because this is a distance learning experience the student must feel comfortable independently reading and evaluating literature that draws on these disciplines. Student will be expected to interpret and critically evaluate economic and statistical models as they are applied to health care evaluations. Course Objectives: Critique economic evaluations of health programs Conduct economic analyses of public health and health service programs Use different analytic approaches available for the economic evaluation of health programs Examine the different steps involved in each of these approaches Critically analyze each of the steps involved in each of these approaches Apply the information gained to real life situations 1 credit - all assignments required plus a journal review 2 credits - all assignments required plus 2 journal reviews 3 credits - all assignments required, 2 journal reviews and a written paper Paul Fishman is the instructor. This course was added at the suggestion of ExDP graduates who, as a whole, said knowledge of economics has been incredibly valuable to their career. Paul works individually with each student, so the coursework can be spread out to accommodate your schedule. http://depts.washington.edu/hsedp/courses/208 *********************
4) A Small Dose of Toxicology - An Introduction to the Health Effects of Chemicals,
ENVH 405
3 credits, fully distance. Environmental Health focus. This course is offered every quarter. Toxicology is becoming a major topic of interest to many in public health. This course is designed to go beyond just an examination of the health effects of common chemicals. The principles of toxicology are placed in a broader context of their impact on our society. We explore the properties, environmental concerns and health effects of specific compounds as well as society's interaction with these agents. For example, we will put lead in an historical context and consider lessoned learned. We will examine why coffee and cola companies make so much money from caffeine. The course will also examine risk assessment and risk management approaches along with the precautionary principle. Students well also receive material to prepare them for teaching specific subjects of a small dose of toxicology. Course Objectives
1. Describe basic scientific principles of toxicology, including dose/response, risk, hazard, individual sensitivity. 2. Recognize the environmental and health effects of specific compounds. 3. Analyze societal interactions with specific compounds. 4. Identify the difficulties and challenges of risk assessment and risk management of the environmental and health effects of compounds 5. Compare toxicology in from a historical context with current practices in managing toxic compounds.
6. Discuss the social and ethical implications of the toxicological sciences. Steven Gilbert is the instructor. Steve is an Affiliate Associate Professor in Environmental and Occupational Health. http://depts.washington.edu/hsedp/courses/188
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5) Environmental Health Regulation, ENVH 471 (course number will change soon)
3 or 6 credits, fully distance. Environmental Health focus. Offered Autumn, Winter, and Spring Quarters. This is an introductory course covering environmental health regulations and their implementation by government agencies. It introduces the major concepts and issues of U.S. administrative law and process which are important to understanding the nature and operation of environmental health services conducted within the context of the regulatory function of government. In the course we will examine the regulatory process and discuss the legal foundations, requirements and some instructive cases which affect program operations. We will begin the course by discussing those aspects of law and the legal system in the United States which are necessary for comprehension of governmental regulation and enforcement in the field of environmental health. Next we will examine the legal issues involved with the conduct of inspections and investigations in the practice of environmental health; the options available to the practitioner which will assure compliance with environmental health regulations; and, the procedures for taking effective legal
actions necessary to gain compliance with program goals. The final lessons deal with personal and agency liability. It is intended that at the completion of this course, each student should: 1. Be able to discuss the legal basis, as well as the public health basis, of an environmental health regulatory program regardless whether it involves air quality, food protection, drinking water, liquid waste treatment, solid waste disposal, or other environmental health program area; 2. Understand and be able to explain the source and proper use of police powers in environmental health; 3. Appreciate the necessity for, and be able to list three methods of, safeguarding individual rights at the same time they are protecting the public's health; and, 4. Understand, and be able to describe the use of, common legal processes and remedies used to accomplish program goals. The instructor is Chuck Treser. Chuck is currently a Senior Lecturer and Undergraduate Program Advisor in the Department of Environmental Health, teaching in both the undergraduate and graduate programs, as well as the interdisciplinary Extended MPH Degree Program. He is an active participant in the University of Washington’s Northwest Center for Public Health Practice and the organizational nexus within the School of Public Health & Community Medicine for connecting the academic pursuits of the school with the needs of the Public Health practice community. He has extensive experience in the field. http://depts.washington.edu/hsedp/courses/189
*************************** THE FOLLOWING COURSE(S) ARE OFFERED ONCE A YEAR DEPENDING ON THE INSTRUCTOR’S AVAILABILITY. *************************** 6) Cultural Competency Workshop, HSERV 571
1 credit, on-site attendance required for one day SPRING Quarter 2009 Utilizing Terry Cross’ conceptual framework for cultural competency, this day-long workshop will provide an introductory overview of the application of cultural competence to public health practice, organizational management, and research. This one-day workshop will involve experiential exercises, lecture, and small group discussions. The perspective is interdisciplinary and the methodological orientation is qualitative, historical and ethnographic. Additionally, community based participatory research [CBPR] will be presented as an example for conducting culturally competent research. Sharyne Shiu-Thornton is the instructor and current Executive Director of the International District Housing Association in Seattle. Sharyne has more than 20 years of experience in this field and is highly regarded as an expert by her peers. She gives seminars to professionals in many fields. http://depts.washington.edu/hsedp/courses/224
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The following courses are offered Autumn Quarter:
************************* 7) Introduction to International Health, HSERV 590 3-43 credits, 4th credit requires 2 days of on-site participation. Global Health focus.
Autumn Quarter Explores social, political, economic, environmental determinants of developing countries' health; traces development of societal responses to problems. Includes: primary health care; child survival; traditional systems; population; water; sanitation; international agencies; impact of economic policies. Problem solving methods emphasized. Students will use a case study for formulating a program proposal for a developing country. Using one developing country of the student's choosing, students will explore the social, political, economic, and environmental determinants of health and trace development of societal and technical responses to health problems. Employing analytic skills and problem solving methodology, students will explore in depth the principal health problems of their chosen case study country and develop a program proposal to address these problems. Issues covered will include: the history and importance of primary health care, child survival, traditional systems, population health, water and sanitation, international agencies, and the impact of economic policies and geo-political forces. Course Objectives:
1) Identify the determinants of health in the Third World; 2) Determine and discuss the nature of responses to Third World problems; 3) Infer “upstream” and “downstream” factors affecting health in the developing world; 4) Formulate how to systematically assess international health problems; 5) Devise interventions for international health problems, and; 6) Plan implementation of programs for international health problems.
Instructor: Wendy Johnson, MPH, MD. Director of New Initiatives, Health Alliance International, and Clinical Assistant Professor in the University of Washington School of Public Health. Former Mozambique Field Director for Health Alliance International, in Chimoio, Mozambique. http://depts.washington.edu/hsedp/courses/113
8) PUBLIC POLICY AND THE PUBLIC’S HEALTH, HSERV 590
3 credits, requires 2 days of on-site participation. Policy or Community Practice focus. Autumn Quarter Public policy affects the public’s health through a wide variety of mechanisms in many venues. Many factors – both external to the process and internal - influence public policy. The purpose of this course is to explore how these factors have shaped public policy around public health issues historically, how they shape contemporary public policy, and how public policy decisions affect the public’s health. This
exploration will combine elements of law, economics, political science, and history, and will examine how science and values are integrated to shape the public health system and its impact on the public’s health. We will use readings, case studies, discussion, and written and oral presentations to accomplish the course objectives. Course Objectives
1. Identify the elements of the public policy process and describe their historical underpinnings 2. Identify the players in the public policy process and compare their roles 3. Apply the policy framework to public health issues
4. Compare the roles of anecdote, advocacy, information, and research in the policy process 5. Identify the role of government in markets, and analyze how government activities affect resource allocation and distribution 6. Analyze the interactions among public policy, economic markets, and the legal system
Cindy Watts is the instructor. Her research is broad-based, and includes work on access to health insurance, reimbursement, and health care market structure. She is the new Director of the Health Services Policy track. http://depts.washington.edu/hsedp/courses/273
9) Adult Learning - Theory and Practice, HSERV 560
3 credits, option of total distance or 2 days required on site. Health Education focus. Autumn Quarter This course provides an overview of learning theory as it applies to teaching or training and group facilitation with adult learners. It is designed to help participants to apply learning theory to planning, delivery, and evaluation of health education programs. Participants will design and deliver presentations on topics related to effective training skills, including lectures, small group discussion, interactive learning exercises, energizer strategies, facilitation skills, responding to resistance, and managing questions. These teaching experiences will be critically analyzed during the seminar sessions. Goal This course is designed to increase confidence in one’s ability to apply adult learning theory to the effective design and implementation of training. Course Objectives Participants completing this course will be able to: define key terms and concepts related to adult learning; plan, deliver and evaluate educational programs using adult learning principles and practices; design and use warm-up and energizer activities in training; write goals and objectives for knowledge, attitude, and behavior change; assess own strengths and weaknesses as a facilitator and trainer; practice facilitation skills that enhance adult learning and maximize participation in groups; conduct learning needs assessment activities; integrate findings into the design of training by selecting effective content and training methods; recognize and respond constructively to resistance in a group; and provide informed and constructive feedback to self and others on training skills. The instructor is Lisa Skow, PhD, MA, and Clinical Assistant Professor in the Social and Behavioral Sciences Track in Health Services. She is an instructor and active in Train-the-Trainer. http://depts.washington.edu/hsedp/courses/97
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10) TOPICS IN MATERNAL AND CHILD HEALTH, HSERV 541
3 credits via distance. Students may participate in an optional 2-hour on-site session in October. Maternal and Child Health focus. Autumn Quarter. This is the first of two courses offered in the MCH pathway which together are designed to provide the student with an understanding of the many factors affecting the health and welfare of families and children in the U.S. This course is designed for 3 credits of independent study and does not require prior background in maternal and child health, epidemiology or health services. The other course, Epi 521, is an MCH and Epidemiology topics course. This course focuses on 1) historic, legislative and financial bases for publicly provided health and social services for families and children; 2) the changing family structure and norms and their effect on the health and well-being of families and children; 3) factors affecting the health care needs of children, adolescents, and children with special health care needs; and 4) health issues for racially and ethnically diverse populations. It emphasizes the identification of preventive strategies, and design and evaluation of interventions. Course Objectives:
1. Describe the main historic, legislative, organizational and funding bases for programs serving families and children. 2. Outline the provisions, limitations and gaps in the major health service programs. 3. Assess the effectiveness of existing programs in meeting the needs of specific MCH populations. 4. Use data to describe health status, determinants of health and illness for MCH populations and subpopulations. 5. Identify appropriate strategies for networking, advocacy, and coalition building to address MCH problems and needs. 6. Obtain, evaluate, and synthesize data and deliver it orally to support a logical argument on behalf of MCH populations.
7. Communicate effectively in writing about MCH populations, issues and services. About the Instructor Jane Rees is an Affiliate Lecturer in Health Services/Faculty for the Maternal and Child Health Program, Faculty in Adolescent Medicine, Pediatrics and a Core Faculty Member of the Graduate Program in Nutritional Sciences. http://depts.washington.edu/hsedp/courses/95
11) Obesity: Prevention and Control, Nutr 550
3 credits. Total distance, Spring Quarter. Nutrition focus. To explore obesity and its complications from the standpoint of nutrition science and public health. By the end of the course students will be able to: Discuss the etiology and prevalence of obesity and its medical complications
Outline and evaluate key modalities for the treatment of obesity, including nutrition, pharmacologic, and surgical interventions List, discuss, and evaluate public health and policy approaches to obesity prevention and control. Dr Pam Charney has over 20 years experience as a registered dietitian (RD) in all care settings. Her courses are designed to provide ample opportunities to advance practice through application of knowledge gained through critical reading, in-depth discussions, and evaluation of current practice patterns. Course Objectives: Discuss the etiology and prevalence of obesity and its medical complications Outline and evaluate key modalities for the treatment of obesity, including nutrition, pharmacologic, and surgical interventions List, discuss, and evaluate public health and policy approaches to obesity prevention and control. Dr. Pam Charney is currently a clinical coordinator for the Graduate Coordinated Program in Dietetics at the UW. Her research interests include the use of technology in distance education in dietetics, nutrition screening and assessment in acute care, development of evidence-based tools to support nutrition intervention, nutrition informatics, and comprehensive nutrition therapy in HIV/AIDS. http://depts.washington.edu/hsedp/courses/284
************************** The following courses are offered WINTER QUARTER **************************
12) The Epidemiology of Maternal and Child Health Problems, EPI 521/HSERV 542
3 credits, no on-site requirement. Maternal and Child Health focus/meets State EPI requirements. Begins Winter, continues through Spring Quarter This course addresses maternal and child health issues from an epidemiological perspective. The course focuses on three distinct periods of growth and development: 1) the prenatal period, including the etiology of pregnancy outcomes, prenatal care, and maternal complications; 2) the perinatal/neonatal period, addressing preterm birth and low birth weight infants, fetal, neonatal and infant mortality, and congenital malformations; and 3) childhood, in which we will examine three specific epidemiologic problems: the infant and child consequences of prenatal substance exposure, developmental disabilities, and injury. This course will not attempt to provide a comprehensive review of each of the topic areas, but will focus on the epidemiological issues and challenges, as well as significant epidemiological achievements, in these various areas. COURSE OBJECTIVES: Identify the recent secular trends in major problems of maternal and child health, e.g. low birth weight /prematurity; infant, child and maternal mortality and morbidity; congenital malformations. Analyze the sociodemographic risk factors, and the underlying biological, social and behavioral mechanisms, of the major problems of maternal and child health. Recognize the relative importance of intrinsic (i.e. host) factors and extrinsic factors (e.g. infections, drugs, environmental and/or cultural influences) in primary maternal and child health problems.
Identify major controversies in the epidemiology of maternal and child health issues. Use the knowledge and skills necessary for critical analysis of a published research article in order to determine its validity and clinical relevance.
Marcia Williams is the instructor. She is a Senior Lecturer in the Epidemiology Department, and an Adjunct Maternal and Child Health Professor in Health Services. She is a pediatric physical therapist. http://depts.washington.edu/hsedp/courses/196 ***************************
13) Introduction to Health Promotions/Planning, HSERV 561
3 credits. Partial distance, with two on-site sessions, one each in February and April. Health Education focus. Begins Winter Quarter and continues through Spring Quarter. Shows students how to develop and evaluate programs using the Precede-Proceed Model. This course is especially helpful for students who will be involved in developing programs and who will then be required to evaluate the effectiveness of those programs. The ability to develop a program that can be evaluated is a skill that is receiving increasing attention and value. There are two on-site sessions, one each in February and April on a Thursday that usually run all day. See the calendar on the courses page for specific information. Short Course Description: Green & Krueters PRECEDE/PROCEED* model for health program planning and evaluation is employed as a conceptual framework. The model incorporates phases 1 through 8 of Green & Krueters planning and evaluation procedures. Students employ the model in order to demonstrate theoretical and practical knowledge of how planning /informs/ evaluation. Five assignments are required: (1) the description of selected program, (2) a delineation or logic model, (3) a budget, and (4) a Gantt chart. The fifth and final paper is a 10-15 double-spaced type-written planning protocol based on a real-world health program chosen by the student. The protocol must incorporate narrative elements such as the Significance of the Problem, Evaluation Design, appropriate Measurements and Data Collection techniques, and Analysis of data using dummy variables: all of which encompass the eight planning/evaluation phases of the PRECEDE/PROCEED model. Course Objectives: For each student to learn how to use the PRECEDE/PROCEED model. For each student to demonstrate theoretical and practical knowledge of how planning “informs” evaluation.
Clarence Spigner is the instructor. DrPH, MPH, Associate Professor. Clarence Spigner has been a member of the faculty since 1994 and is affiliated with the Social and Behavioral Sciences Track, (MPH program). He is the acting coordinator of the MIRT program and the faculty director of the Global Partnerships Travel Grant. http://depts.washington.edu/hsedp/courses/96 *******************
14) Child Health in Developing Countries, HSERV 590
3 credits, via distance only. Maternal and Child Health or International Health foci. Winter Quarter This course provides an overview of the health problems of children in developing countries. The course will provide an understanding of the causes and functional effects of the child health problems that are the most prominent causes of illness, disability and death. We will further examine trends in programmatic interventions with a focus on the pragmatic interventions currently being utilized to respond to these problems. This course will build on the ExDP international health course offered in the fall quarter. This course is designed for students who may want to work in the health field in resource-poor settings or for students who simply desire a better understanding of the state of affairs for health for the majority of the world’s children. Students will be expected to write 2-3 one page essays based on assigned reading material in order to solidify understanding of major course concepts. Students will also be expected to choose one health problem of most interest to them that they will independently study in greater detail and write a paper outlining the cause and effects of the health problem as well as current interventions to combat the problem. Course Objectives Understand the major underlying determinants of child health Understand the major causes of childhood morbidity and mortality worldwide Understand the primary interventions being used to combat the leading causes of childhood morbidity and mortality worldwide Understand major trends in global child health efforts over the past quarter century Understand health services delivery options for child health interventions The instructor is Donna Denno, a pediatrician who is a Clinical Assistant Professor in Health Services and Affiliate Assistant Professor in Pediatrics. She currently lives in Geneva, Switzerland and her primary on-site international health work has been in Ghana. She has worked and taught with the UW/Pediatrics/Health Services/Global Health International Health Program for a number of years. http://depts.washington.edu/hsedp/courses/274
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15) Transforming Health Information Into Individual & Population Behavior Change, HSERV 590
3 credits; optional one day on site or total distance. Winter Quarter. Community Practice focus. Many public health programs provide information focused on accuracy rather than effectiveness. This course explores tools and strategies that can be used in community, corporate, and healthcare settings to drive behavior change at personal and population levels. The core questions are, how do people learn, how do people make decisions and act on them? How can we use technology to generate highly personalized mass communication? We overview interactive technologies that are emerging in personalization and behavior change. We outline theory and comprehensive approaches to planning, building and integrating tailored messaging, multiple modalities of communication (web, telephonic, tailored print, text messaging, etc), social networking, data mining, disease/health management
interventions in community, corporate, and consumer settings. We will explore new concepts in tying these models of intervention to existing delivery and intervention systems.
Course Objectives:
1. Participants will be able to define the Micro-cultures of Meaning (MoM) behavioral change model to support health behavior change and how the model impacts online communities 2. Participants will be able to define the functional elements of integrated health management program that can incorporate interactive media tools 3. Participants will be able to identify at least 3 ways tools can be integrated into other modalities of (telephonic, tailored print, onsite, primary care) a population health intervention 4. Participants will be able to overview how a set of tools based on claims, risk, lab, benefit, pharmacy, and intervention participation data could become part of a health intervention and/or promotion evaluation strategy that will also provide learning for improving future interventions. 5. Participants will be able to define the functional elements of an online community 6. Participants will be able to overview how online tools, micro-tailoring, and web communities could specifically become part of a comprehensive health intervention 7. Participants will be able to design and plan the execution of a multi-modality health management intervention.
Instructor is Neal Sofian, CEO, The NewSof Group http://www.newsof.com To learn more about his approach to learning and support communities please go to AARP's www.myhealthcommunity.org, the American Cancer Society's Cancer Survivors Network http://www.acscsn.org and Learn From Each Other http://www.learnfromeachother.com He believes we have stories to tell and lessons to learn from each other. http://depts.washington.edu/hsedp/courses/277 ***************************
16) Survey of Advanced Nutrition, Nutr 511
3 credits. Nutrition focus. Winter Quarter Advanced introduction to nutritional sciences. Topics include macronutrient and micronutrient metabolism, energy balance and obesity, nutrient utilization in physical activity, nutritional needs and recommendations throughout the lifecycle, and the relationships between nutrition and atherosclerosis, diabetes, and cancer risk. This course provides the following advanced topics in the support of nutritional sciences for public health and the health professions including dentistry and pharmacy: * * * * * * * The role of nutrition in health and wellness Nutrient metabolism Energy balance and obesity prevention Nutrient utilization in physical activity Nutritional needs and recommendations throughout the lifecycle Food systems Chronic disease prevention and management: atherosclerosis, diabetes, and cancer risk
Course Objectives: Demonstrate the ability to critique research in the applied science of nutrition Function as a member of a team to support peer learning Review the role of nutrition in the etiology of chronic disease Review macro and micronutrient metabolism in order to develop an understanding of the role nutrition plays in chronic disease prevention and management Identify appropriate dietary interventions for management of chronic disease, prevention of disease progression and mitigation of co morbidities Synthesize information on nutrition and apply towards the development of policy statements
Dr Charney is currently a clinical coordinator for the Graduate Coordinated Program in Dietetics at the UW. Dr Charney has over 20 years experience as a registered dietitian (RD) in all care settings. Her courses are designed to provide ample opportunities to advance practice through application of knowledge gained through critical reading, in-depth discussions, and evaluation of current practice patterns. http://depts.washington.edu/hsedp/courses/278 ***************************
17) Nutrition Care Process, Nutr 590
1-3 credits, total distance. Nutrition focus. Winter Quarter This course provides graduate nutrition students and Registered Dietitians (RD) skills needed to understand and apply the Nutrition Care Process (NCP). Topics include use of care processes in healthcare, the role of the NCP in dietetics practice, application of the NCP Model as a way to demonstrate competency, diagnostic skill development and use of the NCP to demonstrate outcomes of care. Additionally, information management and evidence-based practice models will be discussed. Course Objectives: Describe care processes used by allied health professions and compare to the NCP Define each step of the NCP using examples from current practice and/or case studies Explain the methods used by expert clinicians to diagnose problems Develop a personal plan for acquisition and refinement of diagnostic skills Diagnose nutrition problems using the International Dietetics and Nutrition Terminology Dr Charney is currently a clinical coordinator for the Graduate Coordinated Program in Dietetics at the UW. Dr Charney has over 20 years experience as a registered dietitian (RD) in all care settings. Her courses are designed to provide ample opportunities to advance practice through application of knowledge gained through critical reading, in-depth discussions, and evaluation of current practice patterns.http://depts.washington.edu/hsedp/courses/302
*********************** The following courses are offered SPRING QUARTER
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18) Public Health Policy Workshop, HSERV 590
2 credits for the core course via distance, OR, 3 credits with an on-site session and extra information. Policy focus. Spring Quarter NOTE: 2009 will only offer this as the 2 credit option due to instructor’s availability What problem plagues your agency/organization? Is there a public policy change that would help you to mitigate or resolve it? Is there existing public policy that contributes to it? This course is designed as a workshop for students to work on these issues with the support of peers and faculty. Using the framework developed in the Autumn quarter course that is highly recommended but not required as a prerequisite, students will frame their problem/issue; examine its political, economic, and legal context; and explore policy options and their likely feasibility and impact. Students may opt for the combined distance and in class version of the course for 3 credits or just the distance portion for 2 credits. The in class session will focus primarily on oral presentation skills. The final products for the 2 credit course include a series of policy memos and a written policy analysis. Students who opt for the 3 credit version will also prepare and deliver a series of oral presentations. Course Objectives: 1. Write a clear policy problem statement; 2. Outline the context and background of the statement, including the economic markets that are affected; 3. Identify the stakeholder groups that are interested in the problem and the nature of their interest; 4. Present no fewer than three options for public action to address the problem; 5. Analyze and describe the characteristics and likely consequences of each option; and 6. Describe a recommended public policy action(s), and write a cogent defense of this recommendation. Cindy Watts is the instructor. Her research is broad-based, and includes work on access to health insurance, reimbursement, and health care market structure. She is the new Director of the Health Services Policy track. http://depts.washington.edu/hsedp/courses/286
*********************** The following courses are offered SUMMER QUARTER ***********************
19) Clinical Epidemiology, Epi 600
1 cr; on site required. Meets State Epidemiology requirements. Summer Quarter. The goal of this tutorial is to extend a student’s training in epidemiology to cover applications in the clinical arena. At the end of this course, students will be able to apply their training. Dr. Weiss' research is primarily in the area of cancer epidemiology. Part of his time is devoted to the study of epidemiologic methods and of the application of these methods to the understanding of the
determinants of the outcome of illness. http://depts.washington.edu/hsedp/courses/184