GH 500 (2) Critical Issues in Global Health: Fall/Spring. Introduces students to cross-cutting issues in global health through a series of cases addressing humanitarian emergencies, maternal and child health in the context of extreme poverty, non-communicable diseases, and pandemics. The course will contextualize current efforts in global health historically and describe likely future trends. Readings will be drawn from a range of disciplinary perspectives and students will work in cross-disciplinary groups. A major goal of this course is to equip students with some critical perspectives and resources they will need as public health professionals and global citizens in our increasingly small and interdependent world.
GH 501 (3) Evidence Based Global Health Policies Programs and Research: Fall. The goal of the course is to equip students with critical perspectives to address current and future global health challenges and opportunities as public health professionals and global citizens in this increasingly interdependent world. The course explores historical milestones, actors, assumptions, context and theories driving selected global health priorities in policy, programs and research. To do this, the course will enhance the skills of critical thinking, assessment of evidence from multiple perspectives and application of evidence in formulation of policies, programs and research priorities. A recurring theme throughout the course is that there are common global drivers influencing the health of populations in high, middle and low income countries and that cross-cutting issues of inequality and systems transcend settings. Global Health students only.
GH 502 (2) Survey Research Methods: Fall. This course provides an introduction to the collection of quantitative data. Taking an applied approach, we learn the entire process of designing a study, including instrument design, sampling methods, budgeting and training, fieldwork components, and data management. Special focus is given to research in less-developed countries and to cross-cultural research. Participants develop their own studies, including survey instruments and method protocols.
GH 503 (3) Applied Survey Methods: Spring. This course provides an introduction to the collection of quantitative, representative data. Taking an applied approach, we cover the entire process of designing a study, including instrument design, sampling methods, budgeting and training, fieldwork components, and coding and editing of data. The focus is on collecting data in less-developed countries. Students develop their own surveys and accompanying methods proposals, which they may use for their practicum or other projects.
GH 504 (2) Effective Oral Communication Fall. Satisfactory/Unsatisfactory grading. This course is designed to convey the principles and practice of dynamic and persuasive oral communication of scientific information. Its goal is to develop competencies in effective oral communication of scientific research using various techniques to diverse audiences. Course topics include (1) communication as an interactive process; (2) persuasive vis-à-vis informative presentations; (3) distinguishing data, information, and messages; (4) analyzing a target audience; (5) condensing complex messages into soundbite size; (6) effective approaches for visual aids including PowerPoint, YouTube, Prezi, tables, graphs, charts, and photographs; (7) understanding the messages presenters give by their personal image; and (8) strategies for dealing with the media. Students give oral presentations as part of their final grade. No prerequisites.
GH 505 (1) Social Entrepreneurship for Global Health. Fall. Prerequisite: Second-year Global Health students or permission of instructor. GH505 provides an introduction to the relatively new, but fast-growing use a business approaches to address social problems; micro financing, made famous by Mahammad Yunus, is an example of social entrepreneurship. The course will examine how social entrepreneurs who produce mission-driven products or services can reduce their dependence on government funds and charitable donations. Students will be exposed to case studies from experienced social entrepreneurs, including the lead instructor, and will also develop their own social enterprise plan. Knowledge and skills acquired through the course include: organizational leadership, market opportunity assessment, product/service development, and budgeting.
GH 506 (2) Introduction to Microbial Risk Assessment: Spring break. Prerequisites: BIOS 500 and GH 580/EH 546. Introductory course risk assessment methods for infectious diseases, with emphasis on description of microbial infectivity, quantification of microbial concentrations in the environment, description of risk, and exposure in outbreaks. Upon completion of this short introductory course, students will be expected to understand the general approach of microbial risk assessment and to have acquired skills to work with specialists (microbiologists, epidemiologists, biostatisticians) in a multidisciplinary team to tackle microbial risk assessment problems. Cross-listed with EH 547.
GH 507 (2) Health as Social Justice: Fall. Offers an interdisciplinary approach to understanding the complexities inherent in improving the health of communities. Examines the multiplicity of social factors that affect health and working models of approaches to favorably alter them. Initiated by students, and cross-listed with the Nell Hodgson Woodruff School of Nursing, the Emory University School of Law, and Candler School of Theology. Emphasis is on enhancing one’s life as a professional including both leadership roles and personal dimensions by expanding self-awareness and strengthening critical thinking skills. The pedagogy and class design utilize a participatory, learner-directed approach to education. This approach makes possible an engaged experience with issues fundamental to social justice—power relations, empowerment, and participation.
GH 508 (2) Seminar in Health and Human Rights: Spring. Examines a spectrum of issues related to health and human rights including three main topics: health as a human right, the impact of human rights abuses on health, and strategies for the adoption of a human rights framework to public health program planning and practice. Case studies among vulnerable populations of interest to public health professionals in each of these topics are utilized to support critical inquiry into the field of health and human rights.
GH 509 (2) Knowledge Translation from Research to Policy and Practice: Spring. This course aims to introduce students to translation of scientific knowledge into real-world implementation (policy, practice, behavior change). The course covers: determining burdens; identifying proven interventions and barriers that impede implementation; designing innovative and creative solutions, and the studies to test these; and informed decision-making as well as implementation and sustainability. Students will be exposed to case studies of health interventions globally which illustrate theoretical concepts while providing inspiration and motivation.
GH 510 (2) Epidemiological Methods in Humanitarian Emergencies: Spring. Prerequisites: BIOS 500, EPI 530, and GH 512. This course will cover epidemiologic methods used in complex humanitarian emergencies such as rapid assessment, surveillance, survey design (with a focus on cluster surveys) and analysis. In addition, the class will include other topics such as outbreaks in emergencies. Teaching methods will combine lectures and case studies of recent humanitarian emergencies. Classes will be very participatory. Five-day intensive held over spring break.
GH 511 (2) International Infectious Diseases: Spring. Prerequisite: EPI 530. Offers an epidemiological, clinical and public health perspective of selected acute infectious diseases of current national and international interest. Emphasizes the agent, methods of transmission, the host, role of surveillance, and methods of control and prevention.
GH 512 (2) Health in Complex Emergencies: Spring. Prerequisites: BIOS 500 and EPI 530. The course covers the technical and management principles that are the basis of planning, implementing, and evaluating health programs for acutely displaced populations in developing countries. Emphasis is placed on refugees in camp situations. The course also includes modules on assessment, nutrition, epidemiology of major health problems, surveillance, and program management in the context of an international relief operation. Five-day intensive held over January break.
GH 513 (3) Community-Based Participatory Action Research: Spring. GH 513 provides an introduction to Community-based Participatory Action Research (CBPAR), and similar research approaches – ones that are community-based and community-centered, participatory in their inclusion of community members as protagonists, and action-oriented in the sense that they explicitly seek to promote change. Students will develop familiarity with a range of classical and innovative research approaches, including assets-based approaches such as appreciative inquiry and critical approaches such as autoethnography. The course will be divided roughly in half, with the first half being more instructor-guided and the second half, student-generated and led.
GH 514 (2) Communicating for Healthy Behavior and Social Change: Spring. Serves as a practical introduction to the methods and theories used in the development, planning and implementation of communication interventions to promote healthy behavior and social change. Participants learn how to describe and analyze behaviors, conduct formative research, design an intervention strategically, write a creative brief to guide materials design, and develop and pretest materials. Case studies range from community-level group communication to mass media campaigns, and address a range of health issues, with particular focus on sexual and reproductive health, especially HIV/AIDS. Global students only.
GH 515 (3) Transforming Public Health Surveillance: Fall. Prerequisite: EPI 530. Teaches the basic principles of public health surveillance, including the establishment of a public health surveillance program, the collation and analysis of data, and the preparation and distribution of a report. Helps students recognize the importance of a direct association between a public health surveillance program and public health action. Helps students become familiar with the use of computers in public health surveillance, with public health surveillance systems conducted in developed and developing countries, and with public health surveillance programs as applied to all public health problems involving either infectious or noninfectious diseases in complex emergencies. Ethical issues are also considered. Cross listed with EPI 515.
GH 516 (3) Global Perspectives in Parasitic Diseases: Fall. Prerequisite: EPI 530 (may be taken concurrently). Focuses on prevalent parasitic infections seen in this country as well as those seen primarily abroad. Topics include parasite lifecycles, immunology, diagnostic methods, clinical manifestations, treatment and follow up, complications, epidemiology, prevention and control, methods of transmission, and future research priorities.
GH 517 (2) Case Studies in Infectious Disease Epidemiology: Fall. Prerequisites: EPI 530 and BIOS 500 (may be taken concurrently) or with permission. Provides training in the investigation, control, and prevention of infectious diseases by both descriptive and analytic epidemiological techniques. Students work with infectious diseases of national and international interest. Cross-listed with EPI 540.
GH 518 (2) Emerging Infectious Diseases: Spring. This course provides a domestic and international perspective to topics related to emerging and re-emerging infectious diseases. Subjects include factors for emergence and reemergence; surveillance, epidemiology, laboratory science, preparedness, and response for these infections; and study of specific diseases that exemplify these principles. Class sessions will generally consist of guest lectures and student group presentations. Cross- listed with EPI 562.
GH 519 (3) Faith and Health: Transforming Communities: Spring. Serves to help students oriented toward pastoral, social service, and community health roles better understand the theoretical relationship between religious practices at personal and social scale, and the health of the community as a basis for developing and leading practical initiatives. Students become familiar with both religious and health science literature in this area. Examines the characteristics of healthy congregations and the various roles they play that are critical to the formation of coherent and whole neighborhoods and communities. Examines those leadership practices that build the capacity for collaboration between religious organizations, including congregations and their partners in the public sector. Cross listed with SR 698.
GH 521 (3) Program Managment: Fall. In this course we focus on key resources that must be managed in any organization or program – people, money, information, time, material goods – and the processes leading to high performance and quality. The course is geared for those who will be working in low and middle income countries and/or countries in economic and political transition – working in the public sector, the nongovernmental sector, the community or international organizations. While derived from management theory and practice, the focus of this course is less on theory and more on application. This course focuses on increasing your ability to analyze, explain and diagnose managerial and organizational dilemmas and generate solutions that are feasible. This will be done primarily through cases, discussion, simulations, team dynamics and selected short exercises. Course is designed as a second year MPH course in order to build on the field experiences of students between the first and second year in the program as well as other salient management and program experience.
GH 522 (3) Qualitative Research Methods for Global Health: Spring. This course will provide students with practical skills and theoretical principles for conducting and evaluating qualitative research. Weekly sessions will focus on different tasks in the process of conducting qualitative research. This course will include theory and concepts underpinning qualitative research, qualitative research design, ethical considerations and challenges, instrument design, key data collection methods used in public health (interviewing, group discussions and observations), and summarizing and presenting data. The course provides instruction on the challenges of applying qualitative methods in international settings and guidance on fieldwork planning and implementation to assist students in preparing for their practicum activities. This course uses a variety of approaches to foster the development of practical skills in qualitative research; formal lectures, interactive group sessions, discussions with experts, and task-based assignments. This course is a prerequisite for Qualitative Data Analysis (GH525).
GH 524 (2) Health Systems Performance and Health Systems Financing Methods and Evidence: Spring. Prerequisite: GH 501. Introduces the major policy issues in health care financing for developing countries and transition economies. Topics include models of health care financing used by countries; performance of the systems with respect to equity, efficiency, and effectiveness; evaluation of current financing and health sector reform proposals; and redefinition of the roles of government and the private sector. Investigates health care financing in the economic, political, and social contexts of the country-specific health system reform efforts and broader themes in international development.
GH 525 (3) Qualitative Data Analysis: Fall. Prerequisite: GH 522 or equivalent. This course is designed to provide students with the theoretical principles and practical skills for analyzing qualitative data. The course will provide an overview of the theoretical principles of qualitative data analysis, and practical tasks of data preparation, data analysis, writing and presenting data. Students will develop skills in using MAXQDA10 software to analyze qualitative data through weekly lab sessions. During the course students will learn techniques for analyzing qualitative data through guided classroom activities, lab sessions and structured assignments. The course is ideal for second year MPH students who collected qualitative data during their summer practicum; students without their own data may use a class data set. Each student will work with their individual data in course assignments.
GH 526 (3) Interdisciplinary Perspectives on Human Rights: Fall. Open to students from all of the graduate and professional schools. Examines the theory and practice of global and human rights from an interdisciplinary perspective. Examines issues of history, origins, and legitimacy of universal human rights, and discusses standards, institutions, and processes of implementation. Examines human rights across a variety of substantive areas, including: conflict, development, globalization, social welfare, public health, and rights of women and other vulnerable groups.
GH 529 (2) Water and Sanitation in Developing Countries: Spring. Provides students with techniques needed to develop, evaluate, and sustain successful drinking water and sanitation interventions for developing countries. Focuses on practical field and laboratory tools needed for different stages of projects, including: assessment of perceived and actual need, alternative strategies for different environmental settings, assessing cost and financial sustainability of projects, laboratory and field techniques for assessing exposure to microbial and chemical agents, and measuring health outcomes (for baseline or effectiveness assessment). Includes lectures, extensive case studies, and field and laboratory exercises.
GH 530 (2) The GEMMA Seminar: The Global Elimination of Maternal Mortality from Abortion: Spring. Students will develop skills in abortion and maternal mortality measurement using WHO and CDC criteria in populations with safe or unsafe abortions. Students will also use case studies to evaluate the influence of political and legal decisions, ethics, human rights conventions, social justice and religious approaches on abortion practice, contraception, postabortion care, and abortion-related mortality. They will use Values Clarification and Attitudes Transformation (VCAT) techniques to clarify and inform their own values on abortion. They will learn to describe the impact of terminology and values on national and international abortion debates, describe/learn about clinical abortion services and treatment for unsafe abortion, develop grant proposals to support program activities that prevent abortion mortality, and develop well-articulated arguments to advocate for the global elimination of maternal mortality from abortion.
GH 531 (1) Mental Health in Complex Humanitarian Emergencies: Fall. Prerequisites: GH 510 and GH 512. This course covers essential principles necessary to understand and address mental health issues in complex humanitarian emergencies. Using epidemiological and ethnographic approaches, the course will highlight mental health surveys; outcome evaluation methods; best practices and evidence-based interventions for beneficiary populations; and preparation and training for emergency responders and aid workers. Three day intensive held over December weekend.
GH 532 (1) Risk Communications for Global Public Health Emergencies: Fall. The objective of the course is to encourage and facilitate improved risk communication for public health emergencies among public health authorities and partner organizations through the building of risk communication core capacities as part of the surveillance and response requirements of the International Health Regulations (IHR).
GH 533 (1) Preparedness and Planning for International Emergencies: Spring. This course covers the essential principles of emergency preparedness and planning in the international context. Students will become familiar with concepts of Sphere standards, cluster system, Incident Command System (ICS), emergency operation plan development, and tabletop exercises. The common pitfalls and challenges of emergency preparedness and planning will be discussed. Students will have the opportunity to review an existing plan and tabletop exercise and provide input for their improvement. Two-day intensive held over February weekend.
GH 534 (2) Diabetes: A Model for Global Non-communicable Disease Prevention and Control: Spring. Provides students with both content and skills in the field of diabetes, a pandemic of international public health concern, which encourages effective public health programming for diabetes and other chronic diseases. Through a uniquely public health approach, examines a spectrum of issues related to chronic diseases, such as diabetes, and address the implications for public health practice. Published papers on each of these topics are utilized throughout the course to support critical inquiry into the burgeoning field of diabetes public health.
GH 535 (2) Epidemiology in Public Health Practice: Spring. Prerequisite: EPI 530. Uses a series of case studies to teach the principles and practice of epidemiology, ranging from surveillance and descriptive epidemiology to outbreak investigations and analytic methods. Focuses on the use of sound epidemiological judgment. Cross listed with EPI 535.
GH 536 (3) Religion and Health in Context: HIV: Spring. This course will explore the ways in which religion has been utilized over the last twenty-five years to make sense of the HIV epidemic and to mobilize or hinder productive responses. These processes of making meaning and responding have occurred in a variety of contexts; the course will critically explore a broad spectrum of religious, political, and public health contexts to demonstrate the ways in which religion is invoked in response to questions and practices of health and wellness. The readings for the course are designed to introduce the class topic and students are expected to complete assigned readings prior to class. In many instances, class time will include lecture and discussion of readings but at other times, the class sessions will function to develop ideas introduced in the readings more fully. In other words, students should not expect the class sessions merely to fully summarize assigned readings. Written assignments are designed to test not only students’ knowledge of the material but also their ability to integrate that knowledge with critical reflection on both theory and practice.
GH 537 (1) Programming for Sexual and Reproductive Health in Complex Humanitarian Emergencies: Spring. Prerequisites: GH 510, GH 512, MISP online certificate. This course builds on students’ knowledge of epidemiologic principles and health needs in complex humanitarian emergencies. It takes an applied epidemiological approach covering three essential components to sexual and reproductive health in complex humanitarian emergencies: program management, monitoring, and evaluation; policy and advocacy; and emerging issues and methods. The course will use a mix of lectures, discussions, and applied learning exercises to discuss how humanitarian conflict affects sexual and reproductive health outcomes, key guidelines and program priorities in the field, and areas of innovation and knowledge gaps.
GH 538 (1) Food and Nutrition in Humanitarian Emergencies: Spring. Prerequisites: BIOS 500, EPI 530, and GH 512. Malnutrition during humanitarian emergencies, including acute malnutrition and micronutrient deficiencies, is very common. This course will discuss how organizations decide when, what type, and how much food to distribute during crisis. It also will address other programs that are used to prevent malnutrition, how organizations concerned with nutrition evaluate nutritional status in individuals and populations and the various types of feeding programs that are implemented in emergency situations. The course will include practical field exercises on nutrition as well as visits by guest practitioners from the field. Five-day intensive held in August.
GH 539 (2) Reproductive Health Program Management: Fall. This course fulfills one of the three core course options for the Sexual & Reproductive Health and Population Studies concentration in the Global Health program as well as the Reproductive Life component of the Maternal and Child Health certificate, and is an elective course available to all students. This course introduces the history, ethical dimensions, and scope of reproductive health problems, programs and policies. It provides case studies to examine implementing important programs in socially diverse settings. Students will learn skills in program development, budgeting, monitoring, evaluation and using logic models. Assignments include evaluating local logistics for health supplies and applying Jim Collins’ Good to Great criteria in evaluating organizations. Students will apply learned skills in final case study of fistula care in India.
GH 541 (2) Technology of Fertility Control: Fall. Covers the effectiveness, benefits and WHO/CDC/ACOG guidelines for contraceptive methods—and recent efforts to improve use of effective contraception in the United States. Includes historical and ethical perspectives on contraception policies, laws, and accessibility throughout the world—and their impact on fertility. Includes information on Norplant implants, morning-after approaches to birth control, the reversal of sterilization procedures, abortion, withdrawal, and male and female condoms. Will include a case study including program planning and budgeting for providing improved contraception in response to the Zika epidemic in Puerto Rico.
GH 543 (2) Fundamentals of Qualitative Data Analysis: Fall. This course will provide an intensive overview of qualitative data analysis including the use of MAXqda software. On completing the course, students will be able to assess the quality of a qualitative data set, define objectives for a specific analysis project, develop and implement an approach using appropriate tools of analysis (e.g., segments, codes, memos, variables), and develop descriptive and comparative accounts of project findings. In addition to lectures and conceptual discussions, the course will incorporate applied exercises using secondary data and MAXqda10 software in order to develop student skills in handling real-life textual data, implementing analysis procedures and techniques with software, and working in a team-based analysis setting.
GH 544 (2) Field Trials and Intervention Studies: Fall. This course will develop understanding of design, conduct, and analysis of field trials and intervention studies. The course will focus on methods relevant to community and facility based trials in resource poor settings. However, several skills covered in this course will also be applicable to field and clinical trials in developed countries.
GH 545 (3) Nutritional Assessment: Spring. Provides an overview of methods for assessing the nutritional status of both individuals and populations for purposes of etiologic research and disease prevention and control. Teaches the use of biochemical, anthropometric, and questionnaire methods for assessment of diet, body composition, physical activity, and biochemical characteristics. Research methods appropriate for measurement of any exposure in epidemiological or population studies are given special emphasis, including standardized data collection procedures, quality control, assessment of validity and reliability, and analytic methods to assess the effect of measurement error and to adjust for its effects when examining relations among variables. Covers methods for both acute and chronic disease.
GH 546 (3) Maternal and Child Nutrition: Spring. Emphasizes the significance and role of nutrition during pregnancy, lactation, and childhood in developing countries. Discusses the role of programs in developed countries.
GH 548 (6) Nutrition I: Fall. Prerequisites: one year of biology and organic chemistry and permission of instructor. The goal of the course is for students to learn the fundamental principles that underlie nutrient regulation and function and their integrative role in metabolic pathways. This course will address macronutrient requirements and how nutrient biochemical and metabolic processes are implicated in health and disease pathology as well as the potential for disease prevention or management through nutrient-dependent processes. These objectives will be accomplished by lectures and discussion sessions that focus on the basic principles of nutrient requirements, cell biology, physiology and biochemistry relevant to nutrition, followed by the role of macronutrients in health and disease. Cross- listed with IBS 580.
GH 549 (6) Nutrition II: Spring. Prerequisites: chemistry, undergraduate biology, and permission of instructor. Provides a graduate-level introduction to human nutrition and disease, at both the clinical and research levels, and an understanding of the experimental bases for current clinical nutritional practice. Cross-listed with IBS 581.
GH 550 (2) Epidemiology and Dynamics of STD and HIV Transmission: Fall. Explores the social, biologic, and public health issues of sexually transmitted diseases and their overall importance in public health. Topics include the basic biology and epidemiology of the major STDs, the implication of transmission models for prevention, and psychosocial, behavioral, and economic aspects of STD/HIV. Cross-listed with EPI 550.
GH 551 (2) Diet and Chronic Disease: Fall. Provides an overview of the epidemiology of the intersections among diet, physical activity, obesity, and chronic disease from a life course and global perspective and the potential for policy level and individual level approaches to address the key diet-related diseases of our time—cancer, cardiovascular disease, and diabetes. Discusses changes in the prevalence of diet-related chronic disease and the potential for preventive measures in both developing and developed countries.
GH 552 (2) Global Elimination of Micronutrient Malnutrition (MNM): Fall. Provides an understanding of the causes and consequences of global micronutrient malnutrition, including its complex biological, social and economic determinants. Describes policies, strategies, programs, and projects aimed at eliminating maternal and child MNM, including evidence of efficacy and effectiveness. Defines roles and responsibilities of the public, private and non-profit sectors in implementing national programs and advocating for MNM elimination. Describes available systems for MNM monitoring and evaluation.
GH 553 (2) Vision Health—A Global Perspective: Spring. The purpose of the course is to provide basic knowledge of the epidemiology of the major causes of vision loss globally as well as knowledge of what can and is being done to prevent vision loss from these causes. The need for a multidisciplinary approach will be emphasized and vision loss makes a good model for other public health problems, especially non-communicable diseases. Reading from literature (available online to Emory students) will be assigned daily. Teaching methods will be a mix of didactic lectures by faculty, cases studies for discussion, and student presentations. All students will be expected to use suggested reading materials to prepare short presentations on specific topics for the class.
GH 555 (2) Proposal Development: Spring. Over the course of the seven week class, students will develop an NIH-style research proposal. Enrollees in the class will learn the following skills: identifying appropriate literature for designing and supporting your research questions; formulating aims and hypotheses for research; selecting appropriate methodologies to answer your research questions; planning field work, timelines and simple budgets; clear and concise scientific grant writing; and peer review. Individual class projects can be used as the basis for seeking funding for research projects including summer practicums.
GH 556 (3) Foundational Ethical Challenges in Global Health: Fall. The goal of this course is to provide students with knowledge, skills and opportunities to critically examine and address ethical challenges associated with key aspects of global health. The course aims to complement other global health and public health courses by emphasizing critical analysis of the ethical and practical implications of global health and the assumptions, conventions, and practices that dominate the field. Each topic will be introduced through real-world cases and scenarios and students will be challenged to develop conceptual thinking and problem-solving skills by participating in the scenarios, which will build on the assigned readings, and reflect common activities and challenges in global health ethics practice.
GH 558 (2) Global Issues in Antimicrobial Resistance: Spring. Develops tools to understand the microbiological, behavioral, and economic factors that contribute to the expanding epidemic of infectious diseases which may become untreatable due to the emergence of resistance. Provides a framework for intervention studies. Cross-listed with EPI 558.
GH 559 (3) Gender and Global Health: Spring. This course provides an overview of theories, case studies, and social interventions related to gender and global health, with a focus on poor settings. Students are exposed to major theories in the social sciences and public health that have advanced an understanding of the institutional and ideological bases of gender inequities and of the power dynamics within couples and families that influence women's and men’s health and wellbeing in these settings. The theoretical and empirical underpinnings of existing social policies and interventions intended to empower women in resource-poor countries are stressed, and case studies of the health-related consequences of these policies and interventions are discussed. By the end of the course, students will have developed the ability to evaluate critically and to identify the relationships between theory, evidence, and social interventions related to gender and health in poor settings.
GH 560 (3) Monitoring and Evaluation of Global Public Health Programs: Fall. Provides students with the technical skills to conceptualize and design process and impact evaluations of international public health programs or projects. Helps students understand the role of monitoring and evaluation in policy analysis, planning, program design and management.
GH 561 (3) Applications of Public Health Economics in Low and Moderate Income Countries: Fall. Prerequisites: GH 500 or GH 501. This course is an applied course that uses economic theory and concepts to focus on critical public health issues in low and moderate income countries, particularly focusing on public goods, their use and provision. We will also apply evolving theories of behavioral economics to decisions faced by individuals and households in very resource constrained environments using examples and cases from sub-Saharan Africa, Latin America, south and central Asia where the greatest proportion of those living in absolute poverty reside.
GH 562 (1) Epidemiology of Tuberculosis: Spring. Prerequisite: EPI 530. Provides training in domestic and international public health aspects of tuberculosis, its epidemiology and diagnosis, theory and practice of treatment and means of prevention in developed and developing countries, and the interaction between HIV and tuberculosis. Cross listed with EPI 542
GH 563 (2) AIDS: Global Public Health Implications: Fall. This course explores the history of AIDS, changing trends in global epidemiology, recent advances in HIV clinical and social sciences, and the challenges to and multidisciplinary strategies for addressing the global HIV epidemic in the next 20 years. It will utilize a ‘reverse classroom’ methodology with on-line lectures and documentaries, interactive classroom discussions with global health experts, and site visits to local HIV organizations.
GH 564 (2) Public Health Preparedness and Bioterrorism: Fall. This course will acquaint students with the comprehensive nature of public health preparedness and response efforts for disasters whether natural or man-made. We discuss all aspects of public health preparedness and include discussions of specific preparedness elements necessary for responses to natural disasters and man-made events including deliberate or unintentional biological, chemical, or radiologic incidents. Ethical and legal issues related to preparedness and bioterrorism are also discussed. The course includes several in-class case exercises. Students interested in public health preparedness, infectious diseases, and bio-defense are encouraged to take this course. This course is cross-listed with EPI 564.
GH 565 (2) Development Monitoring and Evaluation Plans for Public Health. Spring. This course provides students with an introduction to monitoring and evaluation for public health, including theory of change and the development of problem trees, logical frameworks, and indicators. Students will learn how to develop monitoring systems, conduct process and adequacy evaluation. We discuss the role of m&e in global public health, common pitfalls and challenges, the role of m&e in setting policy, and stakeholder engagement. The course will include a mix of didactic lectures, in-class activities, and breakout group sessions. By the end of the course, students will have developed the understanding and skills to develop an m&e plan for global health projects and programs. The final group project is due at the end of the semester.
GH 566 (2) Immunization Programs and Policies: Spring. Provides an introduction to the basic scientific epidemiologic, economic, programmatic, and political aspects of vaccines and immunization. Emphases immunizations in the developing world, with examples also drawn from US experience. Cross-listed with EPI 566.
GH 567 (2) Shaping a Healthy Global Food System through Policy: Alternating Spring. Determinants of food consumption are complex but heavily influenced by policy. This course will explore the policies that influence health through their shaping of local and global food systems, including state/local, national, international, and institutionalpolicies. Students will evaluate strategies to improve the policy landscape for nutrition and health and through case studies will gain skills in policy analysis and various styles of policy-writing.
GH 568 (3) Food Security: Alternating Spring. Determinants of food choices are complex but a primary determinant is access. Limited access to healthy foods at individual, household, and community level is associated with a range of health outcomes including malnutrition, depression, exposure to infectious diseases and chronic disease. This course will explore the determinants and outcomes of access to healthy foods, evaluate the effectiveness and sustainability of existing food security strategies, and conduct community-engaged research in local communities on food access issues. State, national, and international policies and their influence on food access will be explored. Community-based strategies to ameliorate food access issues will be explored.
GH 569 (2) Population and Development: Fall. This course provides an introduction to population dynamics and international development as important contexts of public health. Participants will learn about how issues such as economic growth, environmental change, international politics, and culture interact with population forces such as fertility, aging, mortality, and migration, in ways that affect health and public health practice. The course will provide an introduction to concepts and methods from demography an to basic data analysis using Stata. Training will include lectures and structured debates, reading and discussion of published research and policies, and critical research and writing.
GH 571 (2) Vaccines and Vaccine-Preventable Diseases: Fall. This course will develop in-depth understanding of epidemiological, biological, and applied aspects of commonly used vaccines and vaccine preventable diseases (VPDs) of public health importance. The course content will be structured to review specific vaccines and VPDs (rather than overarching aspects of immunization programs covered in GH 566/EPI 566). Where relevant, the course lecturers will use examples from both developed and developing countries.
GH 572 (2) Community Transformation: A Five-day Experiential Workshop on Partnerships and Empowerment: Spring. Registration for the course is by application only. Through participatory learning, this course introduces a process that can be used to help communities identify and reflect on their key issues and take action. Additionally, it expands the understanding of methods for community empowerment and facilitates through group exercise and reflection approaches to the community empowerment process.
GH 574 (2) Malaria Prevention, Control, and Treatment: Spring. This course will offer a practical introduction to the prevention, control and treatment of malaria. Participants will understand the biology of both the malaria parasite and the mosquito vector, and how their interactions with the human host result in the epidemiology of malaria. In addition, this class will review the history of malaria control and current prevention and control activities, to include vector control, reducing the burden of malaria in pregnancy and case management. There will be practical sessions related to vector control and malaria diagnostics. Teaching methods will combine lectures and practical lessons
GH 578 (2) Logistics Operations in Complex Humanitarian Emergencies: Fall. Logistical pre-planning will identify intervention opportunities and mobilize existing logistics’ capacity to leverage more effective services for the existing health care infrastructure for humanitarian relief. In this course, students will become familiar with logistics tools, reports, and methodologies available for enhancing health care response needs during complex humanitarian emergencies. Logistics is critical for efficient emergency deployment and sustainability during all stages of complex humanitarian health response. Usually, little thought is given to logistics during the “ramp-up phase” of a humanitarian response because of the speed at which response efforts take place causing greater inefficiencies during the actual response. If many of the logistical considerations and needs were accomplished in advance of a CHE response and then tailored to fit the specific needs of the situation at hand, health care response programs would run more smoothly and avoided the added cost of considering logistics last minute. Examples will be used to illustrate the need for logistical planning, especially from disasters in the Philippines, Haiti, Angola, Kenya and Syria.
GH 579 (3) Chronic Disease Prevention and Control: Spring. This course introduces students to global and local issues in chronic non-communicable diseases (NCDs) prevention and control. NCDs are the leading cause of death and disability worldwide. In addition to their considerable health impact, NCDs pose a critical threat to development. Their complex etiology requires interdisciplinary and multi-sectoral approaches to prevention and control. The course addresses the burden and etiology of major NCDs and lays out a comprehensive framework for prevention and control. The framework covers primary, secondary and tertiary prevention; population-level and individual-level approaches to delivering interventions; and major principles and strategies necessary for effective prevention including evidence-based public health, life-course approach, whole-of-government and multi-sectoral action, among others.
GH 580 (2) Control of Food and Waterborne Diseases: Spring. Introduces the major disease-causing microorganisms in the environment and their transmission through water, food, and air. Describes the organisms, pathogenesis, clinical diseases, reservoirs, modes of transmission, and epidemiology and surveillance systems. Discusses the transport, survival, and fate of pathogens in the environment, the concept of indicator organisms as surrogates for pathogens, and the removal and inactivation of pathogens and indicators by water and wastewater treatment processes. Presents examples of the public health impact of foodborne and waterborne diseases in developing countries. Cross-listed with EH 546.
GH 581 (0) HIV/AIDS Seminar: Spring. Offered exclusively to International Fellows. The HIV/AIDS Seminar is designed as a forum for Fellows participating in an international fellowship program (Humphrey, Foege, CHE, Fogarty, etc.) to engage in open discussion regarding topics related to HIV/AIDS with one another and with experts in the field. Weekly discussions will be led by representatives from RSPH, Emory, the CDC, and from organizations across Atlanta. Topics will vary to cover a range of issues related to HIV/AIDS. The seminar will also include site visits to various organizations and facilities in the Atlanta metropolitan area related to HIV/AIDS service and research.
GH 582 (2) Global Climate Change: Health Impacts and Response: Fall. Explores the role of global climate change in changing patterns of infectious disease transmission, water and air pollution, drought, extreme precipitation and heat, and loss of coastal and arable land. The particularly serious vulnerability to climate change among developing world populations will be emphasized, as will the largely developed country emission sources driving the phenomenon. Topics include a review of the public health effects of global climate change, epidemiologic and other methods for understanding and studying these effects, the public health adaptation response, and health impacts of potential mitigation efforts and activities. Cross-listed with EH 582.
GH 583 (2) Introduction to Global Mental Health: Fall This course focuses on the history and current state of global mental health. The goal of this course will be to explore global influences and cultural variances of mental health. We will explore these effects on incidence and prevalence, early identification and intervention, access to care, and measurement and evaluation. Social determinants of mental health and mental illness will be reviewed with emphasis on low and middle-income countries (LMICs). This course will also focus on closing “gaps” to mental health care globally, with specific focus on promising practices for mental health promotion and illness prevention, and the adaptation and application of psychological treatments in LMICs.GH 586 (3) Gender-Based Violence in Global Perspective: Alternating Spring. This course provides an overview of theories, case studies, and interventions related to gender-based violence, with a focus on lower-income settings and populations. Students are exposed to major theories that have advanced an understanding of the multilevel, social-ecological determinants of GBV, and the implications of GBV for adverse health outcomes across the life course, with a focus on sexual and reproductive health. Issues regarding GBV in highly vulnerable populations (including for example conflict-affected, adolescent, LGBTQ populations) are discussed to gain an understanding of GBV as gender justice and social justice issue, more broadly. Promising interventions for the primary and secondary prevention of GVB victimization and perpetration are emphasized with a focus on evidence based on rigorous impact evaluations. Ethical issues in conducting research on GBV are thoroughly addressed, enabling students to conduct their own research following international ethical guidelines. Legal frameworks and grass-roots social movements also are discussed. By the end of the course, students will have developed the ability to evaluate critically and to identify the relationships between theory, evidence, and practice related to gender-based violence in lower-income settings.
GH 591Q (1) Epi Info: Spring. Epi Info is a data entry and analysis program developed by the Centers for Disease Control and Prevention that runs under the Microsoft Windows operating system. Available for download free of charge, Epi Info is widely used by public health professionals and is a popular choice in low resource settings. The purpose of this class is to provides an overview of the main Epi Info programs including the creation of data entry screens, the construction of databases, data storage and analysis.
GH 592 (2) Successful Scientific Writing for Public Health Professionals: Fall. Satisfactory/unsatisfactory grading. This course takes an active, participatory approach to learning how to communicate the findings of research and investigations more effectively and expedite the publication of manuscripts. With approximately fourteen contact hours of in-class instruction, problem solving, and practical application, it is conducted in weekly, two-hour sessions over the course of a seven-week half semester. Working in small groups, students spend much of their class time critiquing actual published and unpublished manuscripts, including their own, and solving a wide range of exercises that exemplify the real-world challenges that authors face. Free-form, in-class discussions make it possible for class members to learn from one another’s experiences. Students bring to class a draft thesis, study data, or a draft manuscript in development. They will be required to turn this material into a manuscript ready for submission to a peer-reviewed journal.
GH 593 (2) Religion and Health in Context: Sexual and Reproductive Health: Fall. This course will offer a sustained critical analysis of the complicated relationship between religion and sexuality, particularly in relation to issues of central concern to sexual and reproductive health. In the course students will examine the teachings of Christianity and Islam on sexuality from global perspectives, place those teachings in historical contexts, critically assess the impact of those teachings in the context of sexual and reproductive health initiatives in both national and international contexts, and work to align religion and sexual and reproductive health initiatives through group projects and case studies.
GH 594 (2) Opportunities in Global Cancer Prevention and Control: Fall. Prerequisites: Completed or concurrently enrolled in EPI 504, 505, or 530. The goal of this course is to provide students with an understanding of the global elements of cancer prevention and control. As a leading cause of mortality and morbidity worldwide, cancer is increasingly being identified as a key concern for global health and an important development issue. This course will cover fundamental topics in global cancer prevention and control, including: cancer control planning, cancer surveillance, economic evaluation, primary and secondary prevention strategies, and policy interventions. The course will emphasize the applicability of existing cancer research and evidence-based practice to resource-limited settings. Class meets last half of fall semester.
GH 595R (0) Practicum: All. Complements academic training with practical, hands-on experience. All students must complete 200 hours of practical public health experience relevant to the field of global health prior to receiving clearance for graduation. Along with registering this course students are required to enter practicum information in the Practicum Web Client.
GH 596 (3) Foundations in Maternal and Child Health: Fall. This is the foundational course for the Maternal and Child Health Certificate. It covers historical and theoretical underpinnings of maternal and child health problems and programs aimed to reduce morbidity, mortality, and health disparities. Skills in program planning and evaluation are taught through multidisciplinary teams working with academic and field-based faculty in local, state, federal, and nongovernmental agencies. Maternal and child health is defined as a field of public health that addresses underlying forces for these problems, the historical framework for ameliorating those problems, and current programs and policies that have evolved from that historical context. Maternal and child health programs are unique to reproduction and life course development; more common in women, infants, children, or adolescents; more serious in women, infants, children, or adolescents; or have manifestations, risk factors, or interventions that are different in women or during life course development.
GH 597R (1–3) Directed Study: All. Provides the opportunity to pursue a specialized course of study in an area of special interest. Complements rather than replaces or substitutes for course work.
GH 598R (4) Special Studies Project: All. A special studies project is a project that is developed in response to a particular need or request from an organization or agency. It results in a deliverable, a product that is specific to the sponsoring organization. An SSP is not hypothesis driven research nor does it result in generalizable findings but is the result of a rigorous, approach to problem solving, policy development and implementation or an innovative project that advances the practice of global health in new and creative directions. The primary purpose of an SSP is to produce significant products that drive the practice of global health. These projects meet the final thesis requirement in Global Health and are completed in lieu of a thesis.
GH 599R (4) Thesis: All. Students prepare a research thesis or a systematic review of the literature that embodies original work applicable to public health. It incorporates a proposition that has been successfully evaluated with appropriate statistical techniques, and is potentially publishable or has potential public health impact