300

This course introduces students to psychological, social, and learning needs in the context of human development theories and stages, from conception through end of life.

This course introduces students to the field of qualitative research and prepares them with the skills, techniques, and knowledge necessary to undertake independent research using this methodology. It will provide classroom and field application of qualitative research methods for studying community health problems. It provides a general introduction to ethnographic field methods, emphasizing systematic approaches to collection and analysis of qualitative data. Students will learn to identify the kinds of research problems for which qualitative methods are appropriate, and to critique, qualitative research in terms of design, technique, analysis and interpretation.

This course provides the student with an overview of health science research and data analysis, the organization and summarization of data, and drawing inferences about the characteristics of sample data. Conceptual topics include study design, descriptive statistics, probability, confidence intervals, hypothesis testing, inferential statistics, and decision-making. Statistical techniques include prevalence, incidence, odds ratio, relative risk, sensitivity, specificity, measures of central tendency, dispersion, and variability, measures of bivariate association (Pearson, Spearman, Chi-square), independent samples and paired samples (t-tests), between groups design (one-way and two-way ANOVA), repeated measures ANOVA and multivariable regression.

 

This course is designed to provide a solid research foundation to students interested in health education and health promotion emphasizing systematic approaches to the application of research methods, designs and data collection strategies. Students will understand and apply ethical standards related to health education research, develop pertinent research questions and hypotheses, develop proposals, design data collection instruments, identify and critique research in terms of design, technique, analysis and interpretation, as well as explore and practice research dissemination.

This course provides the student with an overview of morbidity and mortality surveillance by understanding disease etiology, distribution, and control. The course focuses on disease surveillance related to exercise, rehabilitation, public and community health through both descriptive and analytical methods. Students will examine and discuss cohort, case and experimental studies to further illustrate epidemiological concepts including study design, disease distribution (e.g., outbreaks), measures of disease frequency, and determinants of disease, disability, condition, and injury.

Lecture/discussion course emphasizing an understanding of the basic principles of pharmacology specifically aimed at the needs of allied health professionals. The application of these principles to drug categories commonly encountered by allied health professionals is covered.

This course is designed to give the health education student a foundation in the implementation of health education and promotion programs. This course is devoted to the “doing” of health education and health promotion. Throughout the course, students will select, organize and present materials in health education and health promotion for use in a variety of settings. Students will incorporate techniques and methods based upon relevant health behavior and health education theories and models to develop, deliver and evaluate a community-based health education/promotion intervention. Students will develop skills in critical thinking, team work, communication, and professionalism.