PFRH-MHS Degree Program
2014-15
MHS students must unconditionally meet the following academic standards:
During the program, students are required to:

complete a minimum of 64 units including: three (3) focal area courses, eight (8) units of department requirements,
21 units of Quantitative Sciences, five (5) units of Research Ethics and Public Health, two (2) Research Methods
courses, and six (6) units of Special Studies for the Essay requirement

take all required courses for a letter grade

take a minimum of 16 units each term

successfully complete courses in the responsible conduct of research

achieve a GPA of 2.75 or higher in all course work

successfully complete an original essay of publishable quality based on secondary data analysis (6 units)
PFRH Policy for Academic Standards:
The Director of the Masters’ Programs and Academic Coordinator, representing the Masters Committee, reviews and
credentials the academic progress of all Master’s students at the end of each term. A tracking sheet summarizing the student’s
progress is provided to the advisor and student immediately after the review. The tracking sheet notes if a student is not
making satisfactory progress. The advisor and student are then required to meet and provide a formal letter to the Director of
the Masters’ Programs indicating how the student will meet the academic standard(s). A student who earns a “D” or “F” grade
in a course that meets a core requirement must, at the next opportunity, make a second attempt to complete the core
requirement either by repeating the same course or by completing another course that meets the same core requirement (if
available).
If an MHS student cannot meet the academic standards, a formal letter requesting remediation may be submitted by the
student and advisor to the Director of the Masters’ Programs. Judgment concerning dismissal from the program for students
demonstrating substandard academic performance will be made by the Masters Committee in consultation with the Chair of
PFRH.
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Department and School-wide Requirements
CORE DEPARTMENT REQUIREMENTS –
Students Must take Life Course and either Principles of Population Change or Demographic Methods for Public Health
Course Number
Course Name
Students must take the following
380.604 or
Life Course Perspectives on Health
380.604.81
Choose 1
380.600 or
Principles of Population Change*
380.600.81
380.603 or
Demographic Methods for Public Health
380.603.81
Units
Term
4
1
4
2
4
4
2
3
*Not Offered During Academic Year 2014-15
QUANTITATIVE REQUIREMENTSCourse Number
Course Name
340.601 or
Principles of Epidemiology
340.601.81
140.6211
Statistical Methods in Public Health I
140.622
Statistical Methods in Public Health II
140.623
Statistical Methods in Public Health III
140.624
Statistical Methods in Public Health IV *
1Covers statistical concepts and calculations for data analysis; develops statistical computing skills
Research Ethics and Public Health
RESEARCH ETHICS REQUIREMENTSStudent must take the following
Course Number
Course Name
550.860.82
Academic and Research Ethics
550.865.81
Public Health Perspectives on Research
Units
5
5
4
4
4
4
Term
1
3
1
2
3
4
Units
0
Term
1, 2, 3,
or 4
2
2
Students are required to take 3 units of Research Ethics
306.665
Research, Ethics and Integrity: US and International Issues
3
3
306.663
Legal and Ethical Issues in Health Services Management
3
4
221.616 or
Ethics of Public Health Practice in Developing Countries
2
4
212.616.81
306.655
Ethical Issues in Public Health
3
4
*Post doctoral fellows in the School of Medicine (SOM) may substitute the REWards program and CITI training for 306.665
(Research Ethics and Integrity: US and Int’l Issues) These students will still be required to take 550.865.81 (Public Health
Perspectives on Research).
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Research Methods Requirements
Students must select 2 research methods courses within a methodological area of their choice: behavioral/social science;
epidemiology (2 different options); or health services research and evaluation. The methods areas and course requirements
are listed in alphabetical order below.
Behavioral/Social Science Specialty Core Requirements
Course Number
Course Name
Study Design ( Choose 1)
Units
Term
380.611
Fundamentals of Program Evaluation
4
3
230.601
Research Design (Sociology)
230.636
Research Designs for Causal Inference and Mixed Methods (Sociology)
Data Collection and Analysis (Choose 1)
340.717
Health Survey Research Methods
4
2
380.711
Issues in Survey Research Design
3
3
224.690
Qualitative Research I: Theory and Methods
5
3
330.657 or
330.657.81
140.658
Statistics for Psychosocial Research: Measurement
4
1
Statistics for Psychosocial Research: Structural Models
4
2
224.690*
Qualitative Research Theory and Methods
4
3
224.691*
Qualitative Data Analysis
5
4
*Multi-term course. Must take both 224.690 and 224.691 in order to receive a grade for the course. 220.689 is a
prerequisite for the course.
Epidemiology Specialty Core Requirements
Option 1 (340.601 Principles of Epidemiology) Professional Track
Course Number
Course Name
Study Design Select the following)
340.608 or
Observational Epidemiology
340.608.81
Units
Term
4
2
4
3
Data Collection and Analysis ( Choose 1)
340.717
380.711
340.770
Health Survey Research Methods
Issues in Survey Research Design
Public Health Surveillance
4
3
3
2
3
4
Electives
340.645-or380.645.81
Introduction to Clinical Trials
3
2
223.664
Design and Conduct of Community Trials
3
4
1 or 3
3
Course Number
Course Name
Study Design and Data Analysis ( Choose Both)
Units
Term
340.752
5
2
Option 2 (340.751 Epidemiology Research Methods)
Epidemiologic Methods 2
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340.753
2014-15
Epidemiologic Methods 3
5
3
340.717
Health Survey Research Methods
4
2
380.711
340.645 or
380.645.81
Issues in Survey Research Design
Introduction to Clinical Trials
3
3
3
2
3
1 or 3
340.754
Methodologic Challenges in Epidemiologic Research
5
4
223.664
Design and Conduct of Community Trials
4
3
Electives
Health Services Research and Evaluation Specialty Core Requirements
Course Number
Course Name
Units
Term
Study Design
( Choose 1)
380.611
Fundamentals of Program Evaluation
4
3
309.616.81
Introduction to Methods for Health Services Research and Evaluation1
2
3
309.617.81
Introduction to Methods for Health Services Research and Evaluation II1
2
4
Data Collection and Analysis ( Choose 1)
380.612
Applications in Program Monitoring and Evaluation
4
4
221.645-or221.645.81
Large Scale Effectiveness Evaluations of Health Programs
3
4
340.717
Health Survey Research Methods
4
2
380.711
Electives
Issues in Survey Research Design
3
3
300.713
Research and Evaluation Methods for Health Policy
309.715
Advanced Methods in Health Services Research: Research Design
4
2
410.710
Concepts in Qualitative Research for Social & Behavioral Sciences
3
2
221.644
Econometric Methods for Evaluation of Health Programs
4
4
224.690*
224.6912
Qualitative Research Theory and Methods
4
3
Qualitative Data Analysis
5
4
3
1
Students who elect to take 309.616, must also take 309.617
2Multi-term course. Students must take both 224.690 and 224.691 in order to receive a grade for the course.
220.689 is a prerequisite for the course.
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PFRH Focal Area Requirements
Students must take a minimum of three required courses from one of the department’s focal areas. The courses taken to fulfill
these requirements must be in addition to any departmental or the school-wide course requirements. The focal areas for
students to select from are the following:






Adolescent Health
Child Health
Maternal and perinatal health
Population and Health
Sexual and Reproductive Health
Women’s Health
Within a given focal area, a unique course needs to be selected for principal health concerns, strategies to promote population
health and frameworks for evaluating principal health concerns. If a student chooses to complete a secondary focal area,
courses may be double counted across their primary and secondary focal areas; students must, however, complete the course
requirements for at least one focal area. In addition to these courses, the department encourages students to select electives
from the focal areas to enhance their breadth and depth of a particular focal area. Focal areas are listed in alphabetical order.
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ADOLESCENT HEALTH
Course Number
Course Name
Units
Term
Principal Health Concerns (Choose 1)
380.623
Adolescent Health and Development
3
3
380.747
International Adolescent Health
3
4
Evaluation of Strategies to Promote Population Health (Choose 1)
380.624 or
380.624.81
Maternal and Child Health Legislation and Programs
4
2
380.665
Family Planning Policies and Programs
4
3
The Social Context of Adolescent Health and Development
3
4
Course Name
Units
Term
3
2
380.762
HIV Infection in Women, Children and Adolescents
380.761 or
Sexually Transmitted Infections in Public Health Practice
380.761.81
Evaluation of Strategies to Promote Population Health
4
4
4
4
3
4
380.747
International Adolescent Health
3
4
380.623
Adolescent Health and Development
3
3
380.771
380.761 or
380.761.81
221.640
Understanding International Reproductive Health Policy
Sexually Transmitted Infections in Public Health Practice
3
4
4
3
4
3
4
4
Adolescence Crime & Justice
Alcohol, Society and Health
Community Strategies for Sexual Risk Reduction
Attitudes, Programs and Policies for Children with Special Healthcare
Needs
Frameworks for Evaluating Principal Health Concerns
3
3
3
3
3
3
4
3
380.749
Adolescent. Sexual and Reproductive Health
3
4
380.720
Masculinity, Sexual Behavior and Health: Adolescence And Beyond
3
2
318.654
Adolescence, Crime and Justice
3
3
221.640
Children in Crisis
3
4
Frameworks for Evaluating Principal Health Concerns (Students must take the following)
380.725
Electives
Course Number
Principal Health Concerns
380.720
Masculinity, Sexual Behavior and Health: Adolescence And Beyond
Children in Crisis
318.654
410.626
410.657
380.625
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Child Health
Course Number
Course Name
Units
Term
Principal Health Concerns (Choose 1)
223.663
Infectious Diseases and Child Survival
3
3
380.625
Attitudes, Programs & Policies for Children with Special Health Care Needs
3
3
380.624 or
Maternal and Child Health Legislation and Programs
380.624.81
Frameworks for Evaluating Principal Health Concerns (Choose 1):
4
2
380.642.81
Child Health and Development
3
2
380.641
Prenatal and Infant Growth and Development
3
1
Course Name
Units
Term
Evaluation of Strategies to Promote Population Health (Students must take the following):
Electives:
Course Number
Principal Health Concerns
221.640
Children in Crisis
3
4
330.640
380.744.81
380.765.81
Childhood Victimization
Nutrition and Growth in Maternal and Child Health
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
HIV Infection in Women, Children & Adolescents
3
2
3
4
1
4
4
4
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in Low Income
Countries
Evaluation of Strategies to Promote Population Health
4
2
380.625
380.740.81
Attitudes, Programs & Policies for Children with Special Health Care Needs
Nutrition Programs, Policies, Politics in the United States: The Impact on
Maternal, Child and Family Health
380.742
Family Health, Public Health and Policy
380.762.81
HIV Infection in Women, Children and Adolescents
380.765
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
221.640
Children in Crisis
223.663
Infectious Diseases and Child Survival
330.640
Childhood Victimization
Frameworks for Evaluating Principal Health Concerns
3
3
3
2
3
4
3
4
4
4
3
3
3
4
3
4
221.640
Children in Crisis
3
4
380.623.81
Adolescent Health and Development
3
3
380.641
Prenatal and Infant Growth & Development
3
1
380.744.81
Nutrition and Growth in MCH
2
1
410.752
Children, Media and Health
3
3
380.762.81
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Maternal, Fetal and Perinatal Health
Course Number
Course Name
Units
Term
380.664
Reproductive and Perinatal Epidemiology
Evaluation of Strategies to Promote Population Health (Students must take the following)
4
4
380.624 or
380.624.81
4
2
Principal Health Concerns (Students must take the following)
Maternal and Child Health Legislation and Programs
Frameworks for Evaluating Principal Health Concerns (Choose 1)
380.641
Prenatal and Infant Growth and Development
3
1
120.620
Fundamentals of Reproductive Biology
3
1
Course Name
Units
Term
Electives:
Course Number
Principal Health Concerns:
380.662
Critiquing the Research Literature in Maternal, Neonatal, and
Reproductive Health
4
2
380.765.81
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
3
4
3
3
Evaluation of Strategies to Promote Population Health
380.661
Clinical Aspects of Maternal and Newborn Health
380.765
Preventing Infant Mortality and Promoting the Health of Women, Infants,
and Children
3
4
Frameworks for Evaluating Principal Health Concerns
380.655
380.662
Social and Economic Aspects of Human Fertility
Critiquing the Research Literature in Maternal, Neonatal, and
Reproductive Health
8
4
4
4
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Sexual and Reproductive Health
Course Number
Course Name
Units
Term
4
4
Principal Health Concerns: (Students must take the following)
380.664
Reproductive and Perinatal Epidemiology
Evaluation of Strategies to Promote Population Health (Choose 1)
380.665
Family Planning Policies and Programs
4
3
380.761 or
380.761.81
Sexually Transmitted Infections in Public Health Practice
4
3
4
4
380.771
Understanding International Reproductive Health Policy
4
4
Frameworks for Evaluating Principal Health Concerns (Choose 1)
120.620
Fundamentals of Reproductive Biology
3
1
380.655
Social and Economic Aspects of Human Fertility
4
4
Course Name
Units
Term
Critiquing the Research Literature in Maternal, Neonatal, and
Reproductive Health
Masculinity, Sexual Behavior & Health: Adolescence & Beyond
Adolescent Sexual and Reproductive Health
4
2
3
3
2
4
380.761.01 or
380.761.81
Sexually Transmitted Infections in Public Health practice
4
3
380.762.81
HIV infection in Women, Children and Adolescents
4
4
4
4
380.760.01
Clinical Aspects of Reproductive Health
3
3
380.623.81
Adolescent Health and Development
3
3
Electives:
Course Number
Principal Health Concerns:
380.662
380.720
380.749
Evaluation of Strategies to Promote Population Health
380.624 or
380.624.81
380.667
Maternal and Child Health Legislation and Programs
4
2
Women’s Health Policy
3
4
380.768.81
410.657
Selected Topics in Women’s Health and Women’s Health Policy
Community Strategies For Sexual Risk Reduction
4
3
1
4
3
1
Frameworks for Evaluating Principal Health Concerns
380.767
Couples and Reproductive Health
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Focal Area Women’s Health
Course Number
Course Name
Units
Term
3
3
3
3
Evaluation of Strategies to Promote Population Health (Students must take the following):
380.667
Women’s Health Policy
380.768.81
Selected Topics in Women’s Health and Women’s Health Policy
3
4
4
1
Frameworks for Evaluating Principal Health Concerns (Students must take the following):
120.620
Reproductive Biology
3
1
Course Name
Units
Term
380.664
Reproductive and Perinatal Epidemiology
4
4
221.627
Issues in the Reduction of Maternal and Neonatal Mortality in
Low Income Countries
HIV Infection in Women, Children & Adolescents
4
2
4
4
Maternal and Child Health Legislation and Programs
4
2
Family Planning Programs and Policies
4
3
Principal Health Concerns (Choose 1)
380.666
380.668
International Perspectives on Gender Women and Health*
Women’s Health
Electives:
Course Number
Principal Health Concerns:
380.762.81
Evaluation of Strategies to Promote Population Health
380.624 or
380.624.81
380.665
Frameworks for Evaluating Principal Health Concerns
380.668
International Perspectives on Gender Women and Health*
3
3
380.666
Women’s Health
3
3
380.667
Women’s Health Policy
3
4
380.662
Critiquing the Research Literature in Maternal Neonatal and
Reproductive Health
4
2
*Not Offered during Academic Year 2014-15
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PFRH-MHS Degree Program
2014-15
Focal Areas Under Development:
New focal areas are currently under development, two of which are shown below. Some courses in these areas are available as
electives to students during Academic Year 2014-15. There also may be special studies options available in these and other
areas as faculty pilot new courses. The department encourages students to take courses from these areas. Updates will be
provided during the academic year.
Focal Area Urban Health
Course Number
380.635
221.624.81
Course Name
Introduction to Urban Health
Units
Terms
3
4
3
4
3
1
550.609.01
Urban Health in Developing Countries
Life & Death in Charm City
180.655
Baltimore Food Systems
4
3
380.605
Tapping into “The Wire”*
3
3
380.756
Poverty, Economic Development & Health
4
2
301.615
Seminar in Health Disparities
3
2
380.750
Migration & Health
3
3
*Not offered in Academic Year 2014-15
Focal Area Family Health
Course Number
Course Name
Units
Terms
380.665
Family Planning Policies and Programs
4
3
380.767
Couples and Reproductive Health
3
1
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Waivers
With approval of their academic advisor, students may request a waiver for course requirements (PFRH core courses or track
specific) if they can provide information regarding related work experience or prior coursework which duplicates course
offerings. A course description and syllabus from the prior course should be submitted with the request. Students requesting a
course waiver should identify, in advance, what other course(s) in their area of interest will be taken in lieu of the required
course. The total number of credits required for completion of the degree remains the same. For a full list of Department
policies and waivers refer to the General Information section of the Student Handbook.
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Guidelines for the Master’s Essay and Presentation Requirement
All Master’s students are required to successfully complete a culminating Master’s Essay and Presentation. Specific information
and guidelines can be found below.
Registration Requirements for Master’s Essay and Presentation
One Year Program:
380.840
Special Studies and Research in PFRH: Master’s Essay / Presentation
1 year program =
3 units – 3rd Term
3 units – 4th Term
Introduction
The Master’s Essay is a requirement for students to graduate in the Department of Population, Family, and Reproductive
Health. The essay is designed to allow students to explore a public health topic of interest related to their academic program.
The goal is for students to apply the skills and knowledge they have acquired during their academic program to a public health
problem or issue.
Students should begin thinking about essay topics at the end of the first term. In addition to the written essay, students each
will give a 10-minute public presentation of their essay.
Readers
Students may select any faculty member in the PRFH department with whom to work. However, the following guidelines
must be followed in selecting readers:



The student’s primary reader must be PRFH faculty.
The student’s advisor must be one of the readers.
The student’s second reader must be JHSPH faculty.
Responsibilities of Students and Readers:
Primary reader: The primary reader has the overall responsibility of working with the student on the essay from the outline to
the final draft, and the actual presentation. The primary reader also has the option of nominating the student’s essay for a
distinction award (discussed on page 17) if the quality of the essay is deemed to be excellent. Students must ensure that they
submit outline and essay drafts to the primary reader by the following key dates to ensure timely feedback. These dates are the
following:

February 2nd, 2015 (receipt of student’s essay outline)

February 23rd, 2015 (receipt of student’s first draft)

March 23rd, 2015 (receipt of student’s final draft for final edits)

April 6th, 2015 (receipt of student’s final essay with incorporated edits)

April 13th, 2015 (approval form signed)
Secondary reader: The secondary reader provides additional comments to the student about essay drafts. Typically, secondary
readers provide their feedback on the second draft of the essay, once students have incorporated comments on the first draft
by the primary reader. The student is expected to incorporated feedback from both the primary and secondary reader for the
final draft of the essay. Secondary readers must also provide their approval for the final essay. Key dates for a secondary reader
are the following:

March 23rd, 2015 (receipt of student’s final draft for final edits)

April 6th, 2015 (receipt of student’s final essay with incorporated edits)

April 13th, 2015 (approval form signed)
Third reader: The third reader may also provide comments on the essay at any stage. If the third reader is outside the
department, students are strongly advised to discuss the roles and responsibilities of a third reader. For the purposes of the
essay, they should be aware that they do not need to provide final approval for the essay. The essay must meet the standards
for the essay of faculty of the school. However, if the student is using data affiliated with the third reader or the third reader’s
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agency, students should provide drafts of the essay to the third reader and discuss when feedback will be provided to the
student from the third reader.
Choosing a topic and format for the essay:
Many students link the essay topic to their internship experience. For example, student work on a literature review or a
research project as part of the internship may serve as a good basis for developing the essay. There are a few important tips to
remember when choosing a topic and essay format:

Topics must focus on a public health issue or problem but do not need to be within the student’s departmental track
The student and his/her advisor must be able to verify the skills and knowledge skills required for the selected essay format
(see Essay Topic Form)
Summary of Steps Need to Complete the Essay
school comply with internal school policies and external
regulations designed to protect human subjects.
Steps Needed to Complete the Essay
For the purposes of the Essay, after students have
identified the data source(s) for their research, they
should complete the online IRB Worksheet to determine
the additional steps (if any) needed for securing IRB
approval for the essay, or documenting existing approval.
For additional questions about the IRB process, please
visit: http://www.jhsph.edu/offices-andservices/institutional-review-board/Student_Projects.html
Step 1: Identify Readers and Topic
Students should identify a primary reader whose research
interests and expertise are in the topic area and/or
methodology for the essay. Please note that academic
advisors must serve as a reader, but need not be the
primary reader. Advisors can serve as a useful resource for
discussing potential topics of interest and providing
referrals to other faculty members in the department
whose expertise better matches the proposed topic of the
essay. Other resources for identifying a potential primary
reader are the academic coordinators, Department’s
website, and school faculty directory.
Step 4: Submit the Essay Topic Form
After students have selected an essay topic and format,
the Essay Topic Form must be completed and signed by
the student, academic advisor, and primary reader (if
different from the advisor). This form will ensure that a
student has the needed skills and knowledge to complete
the essay. For example, if a student has decided to
conduct an evaluation of a project or a program for the
essay, he/she must have either taken the ‘Fundamentals
of Program Evaluation’ course or had prior experience
conducting an evaluation. Students also must indicate
whether IRB approval is needed for the essay.
Step 2: Discuss roles and responsibilities with readers
Once readers have been identified, all students should
have a conversation with their readers so that each knows
what his/her responsibility is for the essay. This discussion
is especially important for readers who are outside our
department and especially for third readers. A timeline
should also be provided to the readers so that each is
aware of when feedback should be provided. In general,
readers should have at least a week to provide feedback to
the students. Additionally, while not required, the student
and readers should discuss whether the essay is published
and if so, the order of authors. Separate guidelines
regarding authorship will be provided to the students.
Step 5: Register for 380.840 in PFRH
Register for the 3-credit course with the academic advisor
using course number 380.840
Step 6: Submit Outline of Essay to Primary Reader
Step 3: Determine Whether Essay Involves ‘Human
Subjects Research’
Students need to submit the outline of the essay to their
primary reader by the required deadline. The outline
should contain all the major headings and sub-headings of
the particular essay format, with bulleted sentences on
the content of each section. Primary readers will have 1
week to provide feedback to the student on the outline.
Step 7: Submit First Draft of Essay to Primary Reader
What is ‘human subjects research’?
“Human subjects research’ is broadly defined to include
any activity involving humans that seeks to test a
hypothesis or answer a scientific question. This activity can
include both secondary data analysis and research
involving direct contact with subjects. All students who
plan to undertake human subjects’ research must have IRB
approval before working with human data or samples
and/or before contacting human subjects. The JHBSPH IRB
Office (http://www.jhsph.edu/irb) is charged with assuring
that human subjects research studies conducted in the
Students will submit a complete draft of their essay to the
primary reader by the required deadline. The primary
reader will ensure that the draft contains all the necessary
elements of the essay in the standardized formats. Primary
readers will provide feedback to the student within 2
weeks of receiving the draft essay.
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PFRH-MHS Degree Program
Step 8: Submit Second Draft of Essay to Primary and
Secondary Readers
2014-15
essay directly to the Academic Office. Please note that if
the essay is not approved by both readers, students may
not participate in the oral presentation and may be in
jeopardy of not graduating.
Second drafts will be reviewed by both the primary and
secondary readers for final edits and recommendations.
Both readers will provide feedback to the student within 2
weeks of receiving the second draft.
Step 10: Oral Presentation of Essay
Each student is required to present his/her essay in a 10
minute PowerPoint presentation at a public seminar
before the end of the 4th term. The student’s advisor is
expected to review draft presentations prior to a practice
session. The practice session will be scheduled
approximately one week prior to the public seminar. No
video clips are allowed in the presentations.
Step 9: Submit Final Draft of Paper to Primary and
Secondary Readers for Approval
Students will submit the final draft of their essay to both
primary and secondary readers for approval and
submission to the Academic Office. Both primary and
secondary readers will also submit their approval for the
General Format for all Essays
1)
The essay should be between 15-20 pages in length including tables, but excluding the title page, acknowledgements,
references/bibliography, and appendices. (Note: longer papers will not be accepted.)
2)
All essays should have a Title page which states the title of the essay, the student’s name, the readers (with an
indication of who is the advisor), and the date. Please see template. You may include an acknowledgments page if
you wish.
3)
Typing guidelines:
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Standard letter size paper 8 ½ by 11
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Double spaced/single sided (can single space block quotations)
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Type size no smaller than 11 pt.
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1 inch margins all around
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Page numbering: title page, acknowledgments, etc., usually not numbered. Others numbered consecutively
through to the end of the paper;
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Consistent format for all tables, figures, headings, and endnotes and/or bibliography materials.
References – APA or AMA Format
Resource material will be provided
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2014-15
Essay Formats
The following are the specific guidelines for each essay format. Please note that if a student prefers a format that is different
from those specified below, he/she will need advisor approval.
1)
Research Report: this format could be based on
secondary data analysis (more typical) or
primary data collection and analysis. Note that
IRB approval is needed for this format.
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2)
Structured abstract (1 page maximum)
o Should include the following
headings: Background, Objective
(s) of study, Methods, Results,
Conclusions
Introduction (1 to 3 pages)
o Why is the topic an important
public health issue/problem?
o What is the magnitude of
issue/problem and population
affected?
o What are the knowledge gaps and
how does the current study fill
those gaps?
Analysis of a Public Health Problem or
Legislation Position Paper: both of these
formats examine a public health problem and
recommend either a specific intervention
strategy or a policy/set of policies for
addressing the problem/issue. The difference is
that the analysis of a public health problem
format offers solutions and recommendations
related to intervention strategies, while a
legislation position paper offers solutions and
recommendations related to a policy or a set of
policies.
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Methods (2 to 4 pages)
o Study design
o Population/participants
o Measures/Topics of interest: [for
quantitative analyses, include
variable tables that specifies
variables and how operationalized
(e.g., categorical, ordinal,
interval); for qualitative analyses,
include table with domains and
sample questions]
o Data analysis
Results (3 to 6 pages)
Discussion (2 to 4 pages)
References
Tables/figures
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Executive summary (2-3 pages)
o Should include an Introduction and
overview of public health problem or
issue, and a brief discussion about how
the problem/issue could be addressed
Statement of the problem/issue (1 page)
Magnitude of Problem/Issue (1-2 pages)
Causes/determinants of the problem/issue
(3 to 5 pages)
Potential solutions/remedies to address
problem/issue (3 to 5 pages)
Specific Recommendations (2 to 4 pages)
References
Tables/figures
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PFRH-MHS Degree Program
3)
Systematic Literature Review: this format
would analyze an important public health
problem/issue by examining the literature
published on the problem/issue.*
*Students should either have taken the
systematic review course or be working with
faculty with expertise in systematic reviews in
order to meet this essay requirement.
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Structured abstract (1 page maximum)
o Should include the following
headings: Background, Objective
(s) of review, Methods, Results,
Conclusions
Introduction (1 to 3 pages)
o Why is the topic an important
public health issue/problem?
o What is the magnitude of
issue/problem and population
affected?
o What are the knowledge gaps and
how does the current literature
review contribute to field or fill
those gaps?
Methods (1 to 3 pages)
o Databases used
o Search criteria
o Analytic tables
Results (3 to 6 pages)
Discussion (2 to 4 pages)
References
Tables/figures
4)
2014-15
Evaluation of a Program/Project: this involves
evaluating/monitoring an existing public health
program/project and could include a process
evaluation, an outcome evaluation, or an
impact evaluation
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Introduction (1 to 2 pages)
Description of Program/Project (1 to 3
pages)
o Need (what is the public health
problem the program/project is trying
to address?)
o Target audiences (what are the
groups/individuals who are going to be
targeted for the program/project?)
Outcomes
o Activities of program/project
Objectives of Program/Project (1 page)
Logic Model of Program/Project (1 page)
Evaluation Methodology (3 to 6 pages)
o Type of evaluation
o Indicators
o Data collection methods
o Sample size
o Sampling strategy
o Data analysis
Anticipated use of results (2 to 5 pages)
Timetable (1 page)
To view sample essays go to: https://my.jhsph.edu/sites/PFHS/handbook/pfrhessays/Documents/Forms/AllItems.aspx. Please
note that format requirements of essays may have evolved. The sample essays are intended to provide information regarding
quality of content.
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2014-15
Evaluation Criteria for Masters Essay Readers
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The student demonstrates the ability to successfully complete a cohesive and acceptable essay in the timeframe provided
and applying public health knowledge and skills.
The student demonstrates the ability to make appropriate inference(s) and draw logical conclusion(s) to inform the field of
public health.
The essay is suitable for publication either for a peer-reviewed journal or an organization/government report
Honors
Student essays that demonstrate excellence, as indicated by both the primary and secondary readers, can be nominated for an
honorary ‘distinction’ award. Nominations will be accepted from both primary and secondary readers. Student essays that
receive a distinction award will be selected by the masters committee.
Resources/Support for Essays
Students who are conducting quantitative analyses for their essays may wish to contact Mark Emerson ([email protected] )
for any assistance. Students who are conducting literature reviews for their essays may wish to contact Lori Rosman, Public
Health Informationist ([email protected]) or Claire Twose, Associate Director, Public Health and Basic Science Informationist
Services ([email protected]). Additional resources for essay writing and preparing oral presentations may be found at: Welch
Medical Library.
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2014-15
Deadlines
In preparation for the completion of the Master’s essay and presentation, students should contact their advisor no later than
2nd Term to discuss the type of essay the student is interested in writing. Master’s Essays are due early in the 4th Term.
Therefore, students should begin to work on their paper no later than 3rd term, and complete it early in the 4th term (see
deadlines below).
Master’s Essay Deadlines
One year Master’s Students
Tasks
Submit one page form to identify essay topic, readers and
format
Register for 380.840 SS/R in PFRH with advisor
2014-15 Deadlines
January 26, 2015
January/early February
If essay is a research report, work with JHSPH faculty to
submit IRB application
February 2, 2015
Submit essay outline to 1st reader
February 2, 2015
Final outline of essay completed
February 9, 2015
Submit 1st draft of essay to 1st reader
February 23, 2015
Submit copy of completed essay to 1st and 2nd reader for
final edits
March 23, 2015
Submit final copy (with 1st and 2nd reader’s revisions
incorporated) to both readers
April 6, 2015
Submit copy of essay approved by 1st and 2nd reader to
Academic Coordinator
April 13, 2015
Presentation of essay/project
Mid April through Early May
These dates are not guidelines, they are deadlines.
Students should plan on being in frequent contact with their advisor and reader during this period of their academic
program.
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