Center of Excellence in Maternal and Child Health (MCH)
School of Public Health, University of Washington
MCH Seminar: EPI 592A / HSERV 592B Autumn Quarter 2015
Time:
Website:
Instructor:
Monday, 3:30 - 4:20 pm, Room: I-132
https://canvas.uw.edu/courses/989139
Daniel Enquobahrie, MD, PhD
Associate Professor, Department of Epidemiology; HSB - F250; [email protected]
Overview -- The Autumn Quarter MCH Seminar follows a work-in-progress/topical theme providing
opportunities for students to:
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Develop MCH Leadership Competencies;
Critically review 2nd year students’ thesis proposals and perform one in-depth written review;
Practice research presentation skills (2nd year students);
Moderate a thesis presentation (2nd year students);
Provide constructive feedback to peers on thesis proposals and presentation skills;
Receive assistance for developing a feasible and acceptable thesis proposal;
Develop and practice skills for critical appraisal of the MCH literature;
Develop MCH knowledge, research interests and skills.
Course Objectives -- As a result of this course, students are expected to achieve the following:
1. Complete a self-evaluation of progress toward MCH leadership competencies and identify learning
opportunities to develop or strengthen skills further;
2. Develop and practice numerous MCH Leadership Competencies including: MCH Knowledge Base;
Ethics and Professionalism; Communication; Critical Thinking; and Developing Others through
Teaching and Mentoring;
3. Critically appraise published MCH research, including articulating strengths and limitations of common
research study designs and methods;
4. Identify one’s own MCH research interests and gaps in related literature;
5. Provide feedback to others that helps to narrow a research topic, leads to a feasible research question,
and/or further develops works-in-progress.
Other Information -All assigned readings and course documents are posted on the course website. The course is not graded. To
obtain credit, students are required to attend all sessions, complete assignments in advance, to prepare for the
sessions and participate in all class discussions. Please contact Dr. Enquobahrie, if you anticipate being
absent.
To request academic accommodations due to a disability please contact Disabled Student Services, 448
Schmitz, 543-8924 (V/TDD). If you have a letter from Disabled Student Services indicating you have a
disability that requires academic accommodations, please present the letter to the instructor as soon as
possible so we can discuss the accommodations you might need for class.
* The Course is supported by Project #T76 MC 00011, Maternal and Child Health Bureau (Title V, Social
Security Act), Health Resources & Services Administration, U.S. Dept. of Health & Human Services.
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MCH Program Seminar Schedule-at-a-Glance - Autumn 2015
Date
10/05
Topic
ORIENTATION/OVERVIEW OF SEMINAR SERIES:
 Welcome by MCH Faculty and Staff
 Self-Assessment and Resources for MCH
 Leadership Competencies
10/12
10/19
10/26
Lead Speaker(s)
MCH Faculty
Developing a Thesis Topic and Proposal
Daniel Enquobahrie
Screening for Antenatal Depression – Policy Issues
Amelia Gavin
 Thesis Research Update 1:
 Thesis Research Update 2:
11/02
 Thesis Research Update 3:
 Thesis Research Update 4:
11/09
 Thesis Research Update 5:
 Thesis Research Update 6:
11/16
11/23
11/30
Negotiation & Conflict Resolution
Bud Nicola
Family-Centered Care
Ben Danielson
 Thesis Research Update 7:
12/7
Special Interest Groups (SIGS) & Course Evaluation
12/14
FINALS WEEK
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Daniel Enquobahrie
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Date
10/26
Topic
THESIS PRESENTATIONS
Presenter/Moderator/Respondent
 Thesis Research Update 1
Presenter: Marianna Grady
Moderator: Collette Ncube
Respondent: Olivia Vargas
Faculty Reviewer: Ann Turner
11/02
 Thesis Research Update 2
Presenter: Vivian Lyons
Moderator: Nithya Kannan
Respondent: Priya Patel
Faculty Reviewer: Todd Edwards
 Thesis Research Update 3
Presenter: Priya Patel
Moderator: Natalia Afonso
Respondent: Vivian Lyons
Faculty Reviewer: Steve Hawes
11/09
 Thesis Research Update 4
Presenter: Olivia Vargas
Moderator: Molly Feder
Respondent: Jennifer Mueller
Faculty Reviewer: Daniel Enquobahrie
 Thesis Research Update 5
Presenter: Jennifer Mueller
Moderator: Stephen Chadwick
Respondent: Marianna Grady
Faculty Reviewer: Melissa Schiff
11/30
 Thesis Research Update 6
Presenter: Ying Zhang
Moderator: Rachel Hays
Respondent: Jovana Martin
Faculty Reviewer: Todd Edwards
 Thesis Research Update 7
Presenter: Jovana Martin
Moderator: Robin Supplee
Respondent: Ying Zhang
Faculty Reviewer: Steve Hawes
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WEEKLY OBJECTIVES
Oct 5 -- Overview of MCH (Title V) Program and MCH Seminar
Learning Objectives -1. Define the U.S. MCH Population and differentiate them from “all” women and children.
2. Describe the conceptual model of MCH Leadership Competencies; identify at least three of
personal interest and resources to develop them.
3. Begin a self-assessment and set personal leadership goals.
What to Expect -1. Introduction of students, faculty and staff.
2. Overview of the historical context for MCH focus within the U.S.
3. Who and what is MCH and MCH leadership today.
4. Introduction of the MCH Seminar activities and expectations for Fall quarter.
Oct 12 -- Developing a Thesis Topic and Proposal
Learning Objectives -1. Understand the types of topics that are suitable for thesis work
2. Know how to craft research aims and/or hypotheses
3. Appreciate the value of a conceptual model
4. Draft a thesis proposal outline
Oct 19 -- Screening for Antenatal Depression – Policy Issues
Visitor: Amelia Gavin
Associate Professor, School of Social Work
Learning Objectives -1. Public health significance of maternal depression during pregnancy
2. Measurement issues in assessing maternal depression during pregnancy
3. Assessing maternal depression during pregnancy in clinical settings
Oct 26-Nov 30 -- Thesis Research Updates
Learning Objectives -1. Articulate elements of constructive peer review and what to avoid (video/slides).
2. Develop one’s own MCH research interests and identify gaps in related literature.
3. Provide oral and written feedback to others that helps further develop peers’ research worksin-progress.
4. Identify the focus of a specific peer-reviewed journal and its expectations of authors.
5. Describe the “anatomy” of a peer-reviewed, published journal article.
6. Discuss how MCH leadership competencies can be displayed, or overlooked, in published
research.
Nov 16 -- Negotiation and Conflict Resolution
Visitor: Bud Nicola
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Northwest Center for Public Health Practice
Acting Professor, University of Washington School of Public Health
Learning Objectives -1. List conflict management styles and practice using a strategy to choose the best style for
dealing with conflicts.
2. Compare the difference between interests and positions and list strategies for focusing on
interests rather than positions.
3. Describe the ladder of inference and theory-in-use and how they affect your approach to
conflict resolution.
Nov 23 -- Family-Centered Care
Visitor: Ben Danielson
Director, Odessa Brown Children’s Clinic
Learning Objectives -1. Learning, especially learning to be of service in promoting health, is a lifelong process
extending well beyond health care training
2. Adverse childhood experiences are important influences on lifelong health and, in
understanding them we might also understand strategies to promote resilience
3. Racism plays an important role in health outcomes, separable from the influences of
neighborhood and poverty
4. Promising solutions rooted in “un-siloing” our work, community-based efforts, and practicing
cultural humility.
Dec 7 -- Special Interest Groups
Learning Objectives -1. Understand the range of topics that MCH leaders address
2. Identify your own area(s) of interest/affiliation
3. Network with others to pursue your area(s) of interest
Dec 7 -- Self-Reflection & Course Evaluation
Learning Objectives
1. Provide oral and written feedback (including anonymous written student evaluation forms) that
helps further improve the Fall MCH Seminar.
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EXPECTATIONS
* In Advance of the 10/12 Class -Read:
http://www.mchnavigator.org/trainings/MCH-101.php
http://mchb.hrsa.gov/timeline
http://mchb.hrsa.gov/training/goal_mchleaders.asp
Upload by Oct 12: Please prepare a summary (a “biosketch”) of your education and professional
experiences, current training program(s), thesis topic or interest area and professional goals. Your
biosketch should be 150-250 words. Upload your biosketch to the class website. See instructions
below.
* In Advance of classes 10/19-11/30 –
Presenters:
Submit Thesis work-in-progress paper (see guidelines below)
Prepare a 10-minute presentation (see guidelines below)
Respondents and Moderators:
Provide feedback for the presenter (see guidelines below)
All Seminar Participants:
Review Thesis work-In-progress paper before seminar and contribute to discussion
Complete MCH Research Seminar Evaluation Form (see below) – in class.
Watch: David J. Pierson, MD. "The Basics of Peer Review for Investigator-Authors in the Biomedical
Sciences" To view the lecture, click here:
https://docs.google.com/file/d/0B_K9lwb5hG97RUpWTWFEMFVsOU0/edit
* In Advance of 10/26 Class -Complete MCH Self-Assessment:
http://depts.washington.edu/mchprog/docs/skillschecklist.pdf
Upload by Oct 26 the leadership self-assessment to the class website and share a copy with your
advisor.
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MCH MASTER THESIS PROPOSAL REQUIREMENTS
(Adapted from Department of Epidemiology Thesis Proposal Requirements)
Each student must write a thesis proposal and obtain committee approval before data collection or
analysis begin. In Fall seminar, you will share your proposal and progress to date. If you are nearly
completed with data collection, you may be able to write the Methods section in precise detail and
provide some actual data in the Tables.
Target length: 3-5 single-spaced pages (including references) in Arial 11-point font, plus any
figures or tables. A human subjects (IRB) application form may not substitute.
I. Title Page: Project title, student’s name, chair of committee, committee members, and current date.
II. Specific Aims: List the project’s immediate goals and hypotheses to be tested or research
questions answered. The overall purpose of the line of investigation may be mentioned, in order to
indicate the long-term importance of the specific information being sought through this study. (Half
page in length or shorter)
III. Background and Significance: Describe the scientific context for the study, briefly summarizing
previous related research. This should NOT be an extensive literature review. Keep references to a
minimum by citing only those that are most relevant. This section should identify the gaps in
knowledge which the proposed project will help to fill. (1 page)
IV. Methods: The format of this section may be tailored to meet the needs of the specific study being
proposed. However, the following sub-headings usually apply, and their use is encouraged. This
should be the longest section of the proposal. (2-3 pages)
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Design: Define a) the study design, b) the primary exposures (independent variables) to be
evaluated (or interventions to be implemented), c) how the primary exposures will be assessed
and quantified (if applicable), d) outcomes to be assessed and their definition, and e) the key
covariates and their definition.
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Setting(s): Describe the location(s), organizational context(s), clinical site(s), or other
setting(s) in which the research would take place.
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Study participants: Indicate the source(s) of study participants, criteria for eligibility, and the
anticipated number to be included.
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Data collection: Describe the sources of key data. When applicable, the sequence of data
collection activities for a typical participant should be given. A diagram can be helpful when
data will come from several sources or when multiple observations over time are to be
obtained. Describe briefly plans to monitor and assure data quality (such as duplicate data for
some or all participants, cross-checks of one data source against another).
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Data analysis: Describe how the data will be organized to address each of the specific aims
and/or hypotheses mentioned in Specific Aims. Specify the statistical techniques to be used.
Dummy tables or figures are expected.
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Study Power: Summarize the results of statistical power or sample-size calculations or in
other ways, justify the sample size.
V. Limitations: Describe any limitations that are beyond your control (e.g., that have already been
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decided upon or implemented) that may affect the ability to test adequately the primary hypotheses,
or that may influence your interpretation of the study results.
VI. Timeline: Provide an approximate timeline for completion of the project.
VII. References: Provide citations to key literature references used in the proposal.
MCH THESIS - OTHER DETAILS
Final Thesis Format: The approval of the final content of your thesis is an academic matter
between you and your committee. The format, however, is a matter of Graduate School policy.
Students must review carefully information from the Graduate School formatting and submitting
theses. Relevant documents are located at:
http://www.grad.washington.edu/students/etd/info.shtml
http://www.grad.washington.edu/students/etd/req-sections.shtml
MCH students are expected to write their thesis as an article for publication. The MCH web site
has a complete list of thesis titles:
http://depts.washington.edu/mchprog/docs/thesislist.pdf
All students are encouraged to read a thesis from the last three or four years. The following
MCH students published their thesis projects in peer-reviewed journals: Sarah Reed, Travis Nelson,
Jen Balkus, Erin Duterte, Carrie Kuehn, Hillary Moore, Anne Foster Reeves, Tracy Brazg, Lindsay
Senter, Sylvia Tejeda, Teresa Vollan, Julia Richman, Wendy Ellis, Ameera Thomas. Your advisor
may also suggest good thesis examples to review. All UW MPH theses are available through the
University Library system.
Publication of your thesis in a peer-reviewed journal is NOT a requirement for graduation;
however, there are several benefits of doing so:
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Contribution to the field of knowledge
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Building your reputation and resume
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Contribution to the MCH program, your department and the SPH by advertising the quality and
content of your program, and
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Personal satisfaction. The thesis can usually be written in a format that satisfies both the
Graduate School and professional journal with minor modification. It is often helpful to choose
a journal before you start writing, and consult its "Instructions to Authors" (usually published in
a regular issue of the journal a few times a year). Journals exist to communicate empirical
research, health policy and practice concerns. Find the journal that is right for you; you might
notice the names of journals that publish articles that interest you the most, or the journals that
are affiliated with your professional organizations. Co-authors of a manuscript submitted
for publication that is based on your thesis work. Although you are the sole author of
your thesis (a degree requirement), the manuscript that follows recognizes the contributions of
others to the research design, implementation, analysis, interpretation and write-up. Coauthors usually include others who made a "meaningful scientific contribution" to the work e.g.,
your thesis chair, other committee members, and others outside the University who played a
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key role in your work.
Review your department’s thesis guidelines -Epidemiology:
http://depts.washington.edu/epidem/pdf_doc/Thesis_Development_and_Writing.pdf
http://depts.washington.edu/epidem/pdf_doc/masters_committee_thesis_summary.pdf
Health Services:
http://depts.washington.edu/hservmph/thesis-overview
Acknowledgement: For all papers, posters and presentations you produce related to your thesis,
practicum and course work, the Maternal and Child Health Bureau requires that you acknowledge
their financial support, e.g., include this statement:
“The author acknowledges funding for this work from the U.S. Department of Health and Human
Services, Health Resources and Services Administration’s Maternal and Child Health Bureau (Title V,
Social Security Act), grant # T76MC00011.”
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GUIDELINES AND TIP SHEETS FOR ASSIGNMENTS
Guidelines for Biosketch -Please prepare a summary (a “biosketch”) of your education and professional experiences, current
training program(s), thesis topic or interest area and professional goals. Your biosketch should be
150 - 250 words. Upload it to the class website as Assignment #1.
The biosketch information will be used in the MCH seminar for several purposes:
1. To create “special interest groups” (SIGs) to discuss the thesis ideas of first-year students.
2. Used by the thesis presentation moderators to introduce the presentations of each secondyear speaker.
3. To introduce the interest areas and experience of incoming (first-year) MCH program students
to MCH professionals in PHS Region X through the NW Bulletin
(http://depts.washington.edu/nwbfch/) – an online publication of the MCH Program. Please
send Dr. Enquobahrie a message if you prefer NOT to be included in this announcement.
FYI - The term “biosketch” is used by researchers to refer to a document that is a required part of a
federal grant submission. You do not need to use this form for the MCH seminar however. The NIH
biosketch form can be found at: http://grants.nih.gov/grants/funding/phs398/biosketchsample.pdf
Guidelines for Thesis Proposal Presentations -Step 1: Prepare and Distribute Your Written Proposal
Revise your thesis proposal, incorporating comments and feedback from Spring Quarter 2014
following the format given in the document “MCH Thesis Proposal Requirements” included in the
syllabus. Depending on your progress, your proposal might begin to look more like a draft of a
manuscript, written in past tense: Introduction, Methods, Results (with dummy tables) and key points
you will include in your Discussion.
At least two weeks prior to your presentation, meet with your thesis advisor to review thesis
progress and finalize your written proposal.
To allow your colleagues time to carefully review your proposal, distribute your thesis proposal and
one related article to MCH seminar students and faculty no later than one week prior by posting it
to the class website (if posting does not work, send the material by email to [email protected]). Step 2: No later than 2 days prior, check in with your session moderator to answer questions
she/he might have about your biosketch, presentation or journal article. Step 3: Oral Presentation
Prepare a 10 minute presentation (~10-12 Powerpoint slides) summarizing your proposal and
progress to date. (See “Tips for Effective Presentations and Electronic Slides below on page 10).
Emphasize the following points in your presentation and slides:
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What is the problem addressed by your study?
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Why is it an important problem?
What is known and not known about this problem?
How does this study fill gaps in what is known?
Include a final slide “What this Study Adds” to emphasize how your work advances the field and
contributes to existing MCH literature.
Include dummy tables and preliminary data as available.
Plan for 5 minutes of discussion and questions/answers following your 10-minute presentation.
Guidelines for Thesis Presentation Respondents Assigned to Provide Written Feedback -1. Assigned respondents and the moderator prepare constructive written or e-mail feedback for
the presenter (Due: Day of Presentation).
2. Constructive feedback includes specific, actionable suggestions for strengthening the proposal
and the research.
3. Consult the MCH Journal Club Worksheet for questions that will help to structure your review.
4. First student reviews of thesis proposals are not expected to be comprehensive—do your best
to address issues that have been covered in your classes or professional experience.
5. You will briefly summarize your written feedback in the Q & A session. All Seminar Participants -1. Review each second-year thesis proposal before seminar and contribute to a discussion of the
proposal facilitated by the moderator.
2. Complete the MCH Research Seminar Evaluation Form on the day of the presentation and
turn it in to the presenter at the end of class.
Thesis Presentation Moderators -1. Check in with the presenter to request a copy of their biosketch one week prior to the
presentation. Review the biosketch and the thesis proposal.
2. Prepare a brief introduction for the session; try not to read verbatim from the presenter’s
biosketch. Stand at the front of the room and make eye contact with the audience as you
introduce the presenter who will be standing near you.
3. Arrive a little early on the day of the presentation to help the presenter set up and test
the AV
equipment.
4. Introduce the presenter and topic or title of the talk.
5. Keep track of time during the presentation notifying the presenter when 5 and 2 minutes of
presentation time remain. Discuss signals with presenter in advance.
6. Begin the discussion with your own questions and comments. Call on each of the assigned
respondents. Open the floor to questions from other faculty and students.
7. Make connections between the comments made by others. Ask for feedback from participants
who may not have spoken to make sure that one person does not control the discussion.
8. MODERATOR: Conclude with a summary statement of key comments raised.
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Tips for Effective Oral Presentations and Electronic Slides Use -
Maximum text contrast, e.g., white/yellow text against dark blue background; or, black/dark
blue text against white/light gray/pale yellow background
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1-2 slides per minute of lecture time
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Standard, sans-serif fonts (e.g., Arial, Helvetica) rather than serif fonts (e.g., Times Roman)
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Bulleted items with key words
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One slide for each graphic feature (e.g., plot or illustration)
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Animation and extra colors only to increase understanding (otherwise they are distracting)
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Slides are designed to supplement your talk (not the other way around)
Avoid -
Decorative formats
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ALL CAPS text
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More than 7 lines of text per slide
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More than 8 words per line
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Text size smaller than 24-points 20-points absolute minimum
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Full sentences or excessive text
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Excessive information in tables (summarize, do not copy whole tables from a manuscript)
Other Tips -
Stand so that the whole audience can see the whole screen
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Talk to your audience, not your slides
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Make sure people can hear you well
Useful References Available for Purchase or Borrowing from the MCH Library (F-351) -Duarte, N. Slideology: The art and science of creating great presentations. O’Reilly Media, Inc.:
Sebastopol, CA. 2008. Reynolds, G. Presentation Zen. Simple ideas on presentation design and delivery. New Riders:
Berkeley, CA. 2008. TIPS: Terms and definitions to help you discuss your thesis research
Depending on the research question, a study can be designed to use primary or secondary data
sources and designed to use qualitative or quantitative approaches to analyze the data.
Qualitative analyses: Data are often text-based or visual, such as photographs, and require coding
to establish meaning.
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Quantitative analyses: Data are numeric and subject to statistical analysis.
Primary data sources: New (“original”) data collected directly from study participants for the
purposes of the study. Data collection methods include surveys, questionnaires, interviews, focus
groups, observations, and physiologic measurements.
Secondary data sources: Existing data collected for a purpose other than the current research
question. Examples of sources include data collected for a previous research study, government
databases, patient medical records, and employee satisfaction questionnaires.
Examples below are from Grembowski, D. The practice of health program evaluation.
Thousand Oaks, CA: Sage Publications; 2001. See Table 8.2, page 218, Common Data Sources
in Health Program Evaluation.
Original or “primary” data sources
 Physical examinations
 Self-administered surveys
 Personal or telephone surveys
 Health knowledge tests
 Self-administered diaries for recording personal behavior
 Achievement tests, such as the ability to perform CPR
 Observations such as time and motion studies, ethnography, or counting decayed teeth
 in people’s mouths
Existing or “secondary” data sources
 Medical records, such as patient charts and case management files
 Vital statistics, such a birth and death certificates
 National data sets, such as the National Health Interview Survey
 Public/private insurance claims
 Hospital discharge databases
 Databases of professional associations
ADDITIONAL RESOURCES FOR REPORTING RESEARCH –
1. CONSORT (Consolidated Standards of Reporting Trials) Statement: http://www.consortstatement.org
2. STROBE (STrengthening the Reporting of OBservational studies in Epidemiology) Statement:
http://www.strobe-statement.org/index.php?id=strobe-home
3. TREND (Transparent Reporting of Evaluations with Non-randomized Designs):
http://www.cdc.gov/trendstatement
4. “Preparing and Writing Research Proposals” (HServ 590I/Epi 588, 2-credit course)
Tip Sheet for Writing Research Aims and Objectives -It is often useful to consider your research questions in terms of aim(s) and objectives. The aim of
the work, i.e. the overall purpose of the study, should be clearly and concisely defined.
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Aims:
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Are broad statements of desired outcomes, or the general intentions of the research, which
'paint a picture' of your research project.
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Emphasize what is to be accomplished (not how it is to be accomplished).

Address the long-term project outcomes, i.e. they should reflect the aspirations and
expectations of the research topic.
Once aims have been established, the next task is to formulate the objectives.
Generally, a project should have no more than two or three aims statements, while it may include a
number of objectives consistent with them. Objectives are subsidiary to aims and:

Are the steps you are going to take to answer your research questions or a specific list of tasks
needed to accomplish the goals of the project
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Emphasize how aims are to be accomplished

Must be highly focused and feasible

Address the more immediate project outcomes
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Make accurate use of concepts

Must be sensible and precisely described

Should read as an 'individual' statement to convey your intentions
Here is an example of a project aim and subsidiary objectives:
Aim

To critically assess the collection and disposal operations for bulky household waste in order to
identify factors, which contribute to performance and technical efficiency.
Objectives
 To critically assess bulky waste operations by local authorities, including volumes/types of
materials arising and current disposal/recovery routes.

To classify and evaluate the operation of furniture recovery schemes nationally.

To make recommendations to improve the operational effectiveness of, and to maximize
recovery opportunities of bulky waste collection.
Aims and Objectives should:

Be concise and brief.

Be interrelated; the aim is what you want to achieve, and the objective describes how you are
going to achieve that aim.

Be realistic about what you can accomplish in the duration of the project and the other
commitments you have.

Provide you and your supervisor(s) with indicators of how you intend to:
o Approach the literature and theoretical issues related to your project.
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o
o
o
o
Access your chosen respondents, units, goods or services.
Develop a sampling frame and strategy or a rationale for their selection.
Develop a strategy and design for data collection and analysis.
Deal with ethical and practical problems in your research.
Aims and Objectives should not:

Be too vague, ambitious or broad in scope.

Just repeat each other in different terms.

Just be a list of things related to your research topic.

Contradict your methods - i.e. they should not imply methodological goals or standards of
measurement, proof or generalizability of findings that the methods cannot sustain. At the conclusion of your project you will need to assess whether or not you have met your
objectives and if not, why not. However, you may not always meet your aims in full, since your
research may reveal that your questions were inappropriate, that there are intervening variables you
could not account for or that the circumstances of the study have changed, etc. Whatever the case,
your conclusion will still have to reflect on how well the research design, which was guided by your
objectives has contributed to addressing your aims. Source: http://www.erm.ecs.soton.ac.uk/theme4/aims_and_objectives.html, University of
Southhampton, Southampton, United Kingdom
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