“I chose Dartmouth because I wanted personalized
interaction with well-respected faculty members
and the opportunity to have closer relationships
with my peers who are going to be my colleagues
in the future.”
Lead change in health and health care and achieve your career goals
The Dartmouth Institute’s accelerated on-campus Master of Public Health program is designed to help you develop or advance your career while gaining a rigorous understanding of:
- Epidemiology and Biostatistics
- Decision analysis
- Improvement and Innovation in health systems
- Health care finance and payment systems
- Shared decision-making
Through an 11-month immersive, hands-on experience, you will gain the skills and tools you need to boost your career. You will learn how to use data, impact policies and lead change to overcome the barriers that stand in the way of improving health care delivery and health system performance. Through it all, you will be guided and mentored by our world-renowned faculty who are the innovators behind many of the most disruptive ideas in health care today.
With a 12:1 student-to-faculty ratio, we intentionally keep our class sizes small to enrich your discussions and group projects with your peers. Your classmates have a range of backgrounds and you each bring something different to the classroom. Join mid-career professionals including research analysts, dieticians, nurses and businesspeople, experienced physicians and medical residents, and recent college graduates. Everyone plays a role in improving health care.
Here’s how the program works
Students start in July and take classes four to five days per week. The academic year is divided into four, 10-week terms culminating with graduation the following June. The first half of the year covers core coursework such as research methods and critical issues in the health care system. In the second half of the year, students shape their interests through electives and work to address health care challenges locally and nationally through internship and capstone projects.
Getting to know your peers who will lead change is just as important as academics. Students supplement their full-time studies with participating in a variety of extracurricular activities at the Institute and across Dartmouth’s campus. The IHI Student Chapter at Dartmouth and the Medical Ethics interest groups, and the Global Health Fellows are particularly popular among our students.
“I chose Dartmouth because I wanted personalized
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Meghan Longacre is the director of the online master of public health program at The Dartmouth Institute for Health Policy and Clinical Practice. She is also a child developmental researcher with expertise in the socioecological influences on children’s, adolescents’, and young adult’s health risk behaviors. For the past 12 years, her research has focused on the prevention of childhood obesity. Her current work examines the influence of food marketing on preschoolers’ diet. Meghan has worked with several prominent community organizations, including the Montshire Museum of Science in Norwich, Vermont, and WGBH, the Boston PBS Affiliate, to design and evaluate research-informed curricula to promote energy-balance practices in preschool, middle-school, and high-school settings. She serves on the board of editors for the Journal of Nutrition Education and Behavior, and is a reviewer for NIH’s Time-Sensitive Obesity Policy and Program Evaluation mechanism. As a qualitative researcher, Meghan consults with research teams regarding appropriate use of qualitative methods within child-focused research projects.
Meghan teaches in both the one-year, residential and two-year, online Master of Public Health programs at The Dartmouth Institute. In the residential program, she is the course co-director for PH125, Qualitative Methods Toolbox. She is also the course co-director for PH214, Qualitative and Survey Research Methods, and for PH 261 Practicum, which combines the public health internship and capstone experiences for the online MPH program. Since coming to Dartmouth in 2001, she has mentored numerous undergraduate and graduate students.
She earned a BA in psychology from Rutgers University, and an MS and PhD in family studies and human development from The University of Arizona.
Practicum and Practicum Intensive
The TDI Hybrid MPH includes a concurrent practicum course that runs throughout the entire program, combining an Applied Practice Experience, or APE (a field study) with an Integrated Learning Experience, or ILE (written culminating project). Students develop and execute their own individual practicum with faculty support, focusing on a specific problem area or question. Skills gained in the program serve to improve health and/or health care, develop or refine policy, or generate new knowledge in a real-world setting. Using systems thinking, qualitative and quantitative methods, along with effective inquiry, student practicums will provide actionable insights and feasible recommendations.
Qualitative & Survey Research Methods
This course introduces the basic principles of qualitative research design and analysis using grounded theory along with the fundamentals of developing and analyzing surveys. Students will gain experience with interviewing and focus group facilitation, survey design and sampling, data collection, analysis, interpretation and reporting of results. In addition to gaining knowledge about primary research methods, students will be introduced to the use and analysis of data from publicly available national survey data.
The public health field internship provides students with an opportunity to apply principles and skills learned in the classroom - the measurement, organization, and improvement of public health care - to real situations in the field. A minimum of 120 hours is to be spent at the placement site during the winter and spring terms. Typically, this internship occurs in the final term of the year, but other arrangements are possible, typically for part-time students, with permission of the course director. Students who have completed their internships prepare and present an overview of their experience at the conclusion of the spring term and complete an exit appraisal of their experience and achievements.
Required for MPH; Not available for MS, PhD, Post-doc or Special students.
Prerequisites: PH 100, 102, 111, 115, 117, 139, 140, 151, and 154 or consent of course directors.
MORE ABOUT PAUL'S WORK
Meghan Longacre serves on the board of editors for the Journal of Nutrition Education and Behavior, and is a study section reviewer for NIH’s Time-Sensitive Obesity Policy and Program Evaluation grants. She serves on The Dartmouth Institute's admissions and curriculum committee, and also serves as a board member for the Montshire Corporation at the Montshire Museum in Norwich, Vermont.