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| | Course Schedule January 5 - 9, 2009 Morning Courses
This sequence of workshops (see also Data Analysis Workshop II) is intended for students with a broad understanding of biostatistical concepts used in public health sciences who seek to develop additional data analysis skills. The emphasis is on concepts and illustration of concepts applying a variety of analytic techniques to four to six public health datasets in a computer laboratory setting using STATA statistical software. In the first workshop, students learn basic methods of data organization/management and simple methods for data exploration, data editing, and graphical and tabular displays. Additional topics include comparison of means and proportions, simple linear regression and correlation. In the second workshop students will master more advanced methods of data including analysis of variance, analysis of covariance, nonparametric methods for comparing groups, multiple linear regression, logistic regression, log-linear regression and survival analysis. Students must have a laptop computer with STATA 8 installed. 2 academic credits for each course. Maximum enrollment 30. Minimum enrollment 10. Surveys the health status of American Indians and Alaskan Natives including their special genetic, cultural, social, and biomedical characteristics. Examines Indian culture, relation of the individual to the group, and Indian concepts of health and disease, emphasizing the blending of traditional Indian healing with modern Western methods. Student evaluation will be based on a group project and one quiz. (3 academic credits). Minimum enrollment 10. Afternoon Courses This course focuses on the relationship between nutrition status and growth needs between conception and adulthood. The goal of this course is to provide a foundaton for understandint the nutritional needs of growth and developments as well as an appreciation of the strengths and limitations of the present knowledge of nutritional science. Student evaluation based on a take home final exam due on January 2008. (2 academics credits). Minimum enrollment 6. Applies a human rights framework to the analysis of key determinants of health status and public health policies, programs and practices. Readings and discussions explore health as a human right and its implications for public health research and practice. The seminar focuses broadly on three areas: (1) health as a human right; (2) impact of public health policies, programs and practices on human rights; and (3) collective health impact of human rights violations, whether gross violations in human conflict or insidious violations associated with mistreatment of marginalized groups. Topics include: (1) international instruments defining human rights principles, their historical development and application; (2) operationalization of the right to health and its consequences for public health practice; (3) governmental obligations for health under international human rights law; (4) linkages between health and human rights; (5) application of the human rights framework to the design, implementation, and evaluation of public health policies and interventions; (6) collective health impact of human rights violations; (7) dilemmas in the application of human rights principles to public health research and practice. Student evaluation based on class participation, short assignments and one paper. (2 academic credits). Maximum enrollment 25, minimum 10. Provides an overview of the breadth of programs and diversity of settings in the field of health education in health promotion, and an opportunity to develop skills in program planning. Explains the importance of health behavior as a contributor to current public health problems and the role of health education and health promotion programs in addressing them, drawing examples from the literature on community-based health education, patient education, school health, and work-site health promotion. Also discusses issues of ethical standards and quality assurance in health education and health promotion. Student evaluation based on class participation and a needs assessment and program plan. (3 academic credits). Minimum enrollment 7.
January 12 - 16, 2009 Morning Courses This sequence of workshops (see also Data Analysis Workshop I) is intended for students with a broad understanding of biostatistical concepts used in public health sciences who seek to develop additional data analysis skills. The emphasis is on concepts and illustration of concepts applying a variety of analytic techniques to four to six public health datasets in a computer laboratory setting using STATA statistical software. In the first workshop, students learn basic methods of data organization/management and simple methods for data exploration, data editing, and graphical and tabular displays. Additional topics include comparison of means and proportions, simple linear regression and correlation. In the second workshop students will master more advanced methods of data including analysis of variance, analysis of covariance, nonparametric methods for comparing groups, multiple linear regression, logistic regression, log-linear regression and survival analysis. Students must have a laptop computer with STATA 8 installed. (2 academic credits for each course). Maximum enrollment 30. Minimum enrollment 10. Focuses on 1) the history of mental health service delivery 2) current status of mental health problems, and 3) strategies for treatment and prevention interventions in American Indian (AI) communities. Examines differences between western and traditional AI approaches to mental health. Highlights public health concepts for development and/or replication of successful treatment and prevention interventions. Also explores ideas for long-term promotion of community mental wellness among reservation communities. Includes lectures from a variety of mental health experts with direct experience in Indian communities from a wide variety of disciplines and cultural orientations. Lectures are followed by class discussions to explore potential cultural, tribal-specific, regional or universal approaches to address specific mental health disparities, mental health care delivery and more general prevention. Student evaluation based on class participation and discussion, group activities, and final paper. (2 academic credits). Minimum enrollment 5, maximum 40. Afternoon Courses This course will provide in-depth information on the basic pathogenic mechanisms of selected infectious diseases that continue to be of major public health importance worldwide, with an emphasis on underlying problems for development of effective public health interventions. Topics covered will include HIV/AIDS, malaria, tuberculosis, measles, and infectious disease hazards that may become important in the future. Students taking this course will obtain a working knowledge of the biology of these diseases, including prospects for their effective management and control at both the individual and public health level, and of basic human immunology and vaccinology. Student evaluation will be based on class participation and responses to written questions. (2 academic credits). Minimum enrollment 10, maximum 25
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This course will provide an overview of non-allopathic (complementary, alternative, indigenous and traditional) medical systems. The history of these medical modalities and an approach to classifying their domains will be reviewed. In addition, the nature of scientific evidence for and a survey of the effectiveness of these modalities will be covered. Practitioners of Chinese, Ayurvedic, Tibetan, Naturopathic, Chiropractic, Integrative medicines as well as Herbal and Massage therapies will present and discuss case studie, methods and philosophies of their systems. Select practitioners will provide hands-on demonstrations. Student evaluations will be based on class participation and a short paper reviewing the effectiveness of specific systems. (2 academic credits), Minimum enrollment 10. Students develop skills in the utilization of findings from epidemiologic studies. Uses an interactive, problem-based approach that draws from important public health issues, such as obesity, diabetes mellitus and heart disease risk. Students critique articles and also read and evaluate reports that synthesize evidence from the literature for policy formulation. Students gain an understanding of systematic reviews and meta-analysis and of criteria for evidence classification. Prerequisite: Basic epidemiology. (2 academic credits). Minimum enrollment 5. |
