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Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century (2003)

Chapter:Appendix A: School of Public Health Catalogue Abstraction

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Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

Appendix A
School of Public Health Catalogue Abstraction

SCHOOLS OF PUBLIC HEALTH CATALOG ABSTRACTION SUMMARY

Twenty-nine (n = 29) school of public health catalogues were reviewed. Across these schools, 19 different graduate degrees are available, as shown in Table A-1. Table A-3 shows schools by master’s degree offered; Table A-4 displays schools by doctoral degrees offered. Boxes A-1 through A-5 list the most frequently offered courses among accredited schools in five specialties: Epidemiology, Biostatistics, Environmental and Occupational Health, Community and Behavioral Health, and Health Services Policy and Administration.

At least one course in each of the five core areas (biostatistics, epidemiology, environmental health, health services administration, and social and behavioral sciences) is required for graduation in all the M.P.H. and Dr.P.H. programs. Most schools require or strongly recommend a field placement or practicum for both the professional and research degrees. The school of public health at the State University of New York at Albany

TABLE A-1 Graduate Degrees Available from Accredited Schools of Public Health

Master’s Degree

Doctoral Degree

MPH, MA, MS, MASPH, MHA/MHS/MHSA,

DrPH, PhD, ScD, DEnv,

MOH, MHPE, MADH, MMM, MSEE, MSP, MCD

DPT, EdD

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

requires M.P.H. students to undertake two field placement internships while their Dr.P.H. students are required to rotate through four field placement internships.

More than half of the graduate programs require a comprehensive written or oral final examination for both the master and doctoral degrees. Fifteen schools require a comprehensive exam at the master level, an additional 4 schools offer a thesis or final exam option (Table A-2). Twenty-eight of the 29 schools require comprehensive exams at the doctoral level. (Note: Texas A&M does not offer any doctoral-level programs in public health.)

Most schools also require some sort of culminating capstone paper or project that incorporates all aspects of the degree training. For some schools, this final project is an extension of the field placement activity, where the student concludes the fieldwork, captures the experience in a paper, and presents the paper at the conclusion of the degree program.

TABLE A-2 Schools Requiring Comprehensive Exams at the Master Level

Required

Comprehensive Exam

Berkeley

Boston U.

Emory

Harvard

Johns Hopkins

U. of Illinois-Chicago

Michigan

Minnesota

Oklahoma

Pittsburgh

St. Louis

UCLA

UNC

South Carolina

South Florida

Thesis OR Exam Option

Ohio State

San Diego State

Tulane

UMass

 

 

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

TABLE A-3 Schools by Master’s Degree (n = 29)

Degree Awarded

School

MPH (29)

Berkeley, Boston U., Columbia, Emory, GW, Harvard, Johns Hopkins, U. of Illinois-Chicago, Iowa, Loma Linda, Michigan

MA (3)

Berkeley, Boston U., UMass

MS (24)

Berkeley, Boston U., Columbia, Emory, GW, Harvard, Johns Hopkins, U. of Illinois-Chicago, Iowa, Michigan, Minnesota

MSPH (6)

U. of Alabama-Birmingham, Emory, Loma Linda, Tulane, UNC, U. of South Florida

MHA/MHSA/MHS (14)

GW, Johns Hopkins, Iowa, Loma Linda, Michigan, Ohio State, Oklahoma, Pittsburgh, St. Louis U., Tulane, UNC

MOH (1)

(Master of Occupational Health)

Harvard

MHPE (1)

(Master of Health Promotion and Education)

Pittsburgh

MADH (1)

(Master of Applied Development and Health)

Tulane

MMM (1)

(Master of Medical Management)

Tulane

MSEE (1)

(Master of Science in Environmental Engineering)

UNC

MSP/MCD (1)

(Master of Speech Pathology/Master of Communication Disorders)

U. of South Carolina

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

TABLE A-4 Schools by Doctoral Degree (n = 29)

Degree Awarded

School

DrPH (17)

U. of Alabama-Birmingham, Berkeley, Columbia, GW, Harvard, Johns Hopkins, U. of Illinois-Chicago, Loma Linda, Michigan, Oklahoma, Pittsburgh, SUNY Albany, Tulane, UCLA, UNC, U. of South Carolina, UT-Houston

PhD (26)

U. of Alabama-Birmingham, Berkeley, Boston U., Columbia, Emory, GW, Harvard, Johns Hopkins, U. of Illinois-Chicago, Iowa, Michigan, Minnesota, Ohio State, Oklahoma, Pittsburgh, San Diego State, St. Louis U., Tulane, UCLA, UMass, UNC, U. of South Carolina, U. of South Florida, UT-Houston, Washington, Yale

ScD (4)

Boston U., Harvard, Johns Hopkins, Tulane

DEnv (1)

Doctor of Environmental Science and Engineering

UCLA

DPT (1)

Doctor of Physical Therapy

U. of South Carolina

EdD (1)

U. of South Carolina

BOX A-1 Most Offered Courses Among Accredited Schools in Epidemiology

Principles of Screening

Principles of PH Surveillance

Principles of Epi

Observational Epi

Epi Methods

Epi Theory

Logic, Causation, and Probability

Statistics for Epidemiology

Survey Design and Analysis

Techniques of Survey Research

Data Collection

Design and Conduct of Clinical Trials

Design and Management of Epi Studies

Design and Analysis of Epi Studies

Meta-Analysis

Epi Analysis of Outbreaks

Genetics in Epi

Problems of Design in Epi Studies

Problems of Measurement in Epi

Epi Modeling

Grantwriting for PH

Epi Topics

Ca Epi

EOH Epi

CVD Epi

Infectious Disease Epi

Chronic Disease Epi

Hospital Infections

Reproductive Epi

HIV/AIDS Epi

Violence Epi

Aging Epi

Pediatric Epi

Epi of STDs

Psychiatric Epi

Parasitic Disease Epi

Trauma Epi

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

BOX A-2 Most Offered Courses Among Accredited Schools in Biostatistcs

Biometry

Biostatistic Methods

Data Analysis

Research Methods

Probability Theory

Statistical Methods for Sample Surveys

Survival Analysis

Stochastic Processes

Statistical Inference

Causal Inference

Regression Techniques and Analysis

Logistical Regression

Linear Regression Models

Regression and Analysis of Variance

Time Series Analysis

Statistical Analysis of Categorical Data

Longitudinal Data Analysis

Bayesian Inference and Analysis

Multivariate Statistics

Nonparametric Statistics

Principles of Applied Sampling Methods

Demographic Methods

Biostatistic Computer Applications (SAS/S-Plus)

Principles of PH Informatics

Database Management Systems

Health Info Systems

BOX A-3 Most Offered Courses Among Accredited Schools in Environmental and Occupational Health

Principles, Practices, and Policy

Prin of Occupational/ Environmental Disease

Environmental Health Policy

Occupational Health Policy

Principles of Risk Assessment

Exposure Assessment and Control

Management of Natural Resources

Applications of Environmental Management

PH Issues in Disasters

PH Implications of War and Terrorism

Air Quality

Principles of Industrial Ventilation

Ventilation and Indoor Air Quality

Respiratory Physiology

Air Pollution

Toxicology

Toxicology

Toxicokinetics

Toxicodynamics

Molecular Toxicology

Genetic and Systemic Toxicology

Transport and Fate of Environmental Agents

Environmental Sampling and Analysis

The Physical Environment

Control of Exposure to Physical and Chemical Hazards

Management of Hazardous Materials

Occupational Safety and Ergonomics

Noise and Other Physical Agents

Industrial Hygiene

Industrial Safety and Injury Prevention

Injury Control and Prevention

Water Quality

Water Environment

Water Quality Management

Water and Wastewater Treatment

Water Pollution and Health

Waterborne Diseases

Applied Ecology

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

BOX A-4 Most Offered Courses Among Accredited Schools in Community and Behavioral Health

Foundations

Foundations of Community Health Sciences

Principles of PH Practice

Program Planning, Development, and Evaluation

Community Health Needs Assessment

Measuring Population Health

Health and Society

Society and Health

Social and Cultural Perspectives in PH

Inequality and Health

Race, Ethnicity, and Health

Health Problems of Minority Populations

Maternal and Child Health

Foundations of MCH

PH Practice in MCH

Programs in MCH

MCH Policymaking

Family Planning Policies and Programs

Perinatal Health

Children’s Health

Adolescent Health

Social Services for Children and Families

Child Abuse and Neglect

Women’s Health

Sexuality, Gender, and Health

MCH in Developing Countries

The Aging Population

Aging and PH

Geriatrics and Gerontology

Social Aspects of Aging

Chronic Illness and Aging

Health Policy and the Aged

Dying, Grief, and Hospice

Nutrition Sciences

Food Science

Food Sanitation and Safety

Nutrition Assessment

Nutrition in the Life Cycles

Nutrition Policies and Programs

Food and Nutrition Planning

Nutrition and Chronic Disease

Communications

Health and Risk Communication

Mass Communication in PH

Health Communication Campaigns

Health Marketing

Ethical Considerations

PH Ethics

Population Ethics

Research Ethics and Integrity

Health and Human Rights

PH in Complex Humanitarian Emergencies

Disaster Management

Health Education

Health and Behavior

Health Behavior Theory

Behavioral Factors in Disease Prevention

Community Health Education

School Health

Health Education Program Administration

Administration of Health Programs

Social Marketing in Health Education

Patient Education in the Health Care Delivery System

Preventive Health

Worksite Health Promotion

Health Promotion and Disease Prevention

International Health

Fundamentals of International Health

International Policy

Social and Behavioral Aspects of IH

Health Svcs Research in Developing Countries

Health in Developing Areas

Nutrition in the Third World

Behavioral Health

Drugs and Society

Substance Abuse Education and Prevention

Substance Abuse Policy Perspectives

Violence as a PH Problem

Mental Illness as a PH Problem

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×

BOX A-5 Most Offered Courses Among Accredited Schools in Health Services Policy and Administration

Health Policy

Role of Government in Health Policy

Health Care Politics and Policy

Health Planning and Policy

Political Economy of Health Care

The Economics of Health Policy

Health Policy Analysis

Health Policy and Resource Allocation

Health Policy and Aging

Health Care Organization

Health Care Systems

Health Regulation and Planning

The US Health Care System

Theories of Organization and Management

Organization of Health Care Services

Rural Health and Health Services

Management of Health Care Organizations

Hospital Management and Administration

Ambulatory Care

Managed Care

Long-term Care Management and Administration

HMOs and Managed Care

EMS and Trauma Systems

Health Law

Fundamentals of PH Law

The Role of Law in PH Policy

Legal Aspects of Health Admin

Legal Problems in Health Facility Administration

Ethics in PH Research and Policy

Government Regulations in Health Care

Health Economics and Finance

Payment Systems of Health Care Organizations

Health Care Economics

Health Care Finance

Cost-Effectiveness and Cost-Benefit Analysis in PH

Health Care Budgeting and Strategic Planning

Financial Management in Health Care Orgs

Impact of Insurance on Health Care

Health Insurance Principles and Programs

Competition, Regulation, and Insurance

Health Care Delivery

Marketing of Health Services

Human Resource Management in Health Svcs

Medical Care Organization and Delivery

Delivery of Health Care Services

Delivery of Mental Health Services

Practical Problems in Health Svcs Admin

Leadership in PH Practice

Quality of Health Care

Health Svcs Research

Understanding Health Care Quality

Quality of Care

Quality Management in Health Care

Quality Measurement in HC

Quality Improvement in HC

Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page183
Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page184
Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page185
Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page186
Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page187
Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page188
Suggested Citation:"Appendix A: School of Public Health Catalogue Abstraction." Institute of Medicine. 2003. Who Will Keep the Public Healthy?: Educating Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. doi: 10.17226/10542.
×
Page189
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Bioterrorism, drug--resistant disease, transmission of disease by global travel . . . there’s no shortage of challenges facing America’s public health officials. Men and women preparing to enter the field require state-of-the-art training to meet these increasing threats to the public health. But are the programs they rely on provide the high caliber professional training they require?

Who Will Keep the Public Healthy? provides an overview of the past, present, and future of public health education, assessing its readiness to provide the training and education needed to prepare men and women to face 21st century challenges. Advocating an ecological approach to public health, the Institute of Medicine examines the role of public health schools and degree--granting programs, medical schools, nursing schools, and government agencies, as well as other institutions that foster public health education and leadership. Specific recommendations address the content of public health education, qualifications for faculty, availability of supervised practice, opportunities for cross--disciplinary research and education, cooperation with government agencies, and government funding for education.

Eight areas of critical importance to public health education in the 21st century are examined in depth: informatics, genomics, communication, cultural competence, community-based participatory research, global health, policy and law, and public health ethics. The book also includes a discussion of the policy implications of its ecological framework.

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