Below is a summary of the courses students will take in the PhD program.
PH 187, PH 188, and PH 189:
Students may participate in a Directed Readings course through arrangements with a faculty member. “Directed” coursework involves readings and special projects, and is subject to approval by an approved Dartmouth Institute faculty supervisor and the Associate Director of Education (for master’s degree students) or the Chair of their program (for PhD students).
Directed Readings are typically literature reviews on a specific topic with a paper due at the end of the term that provides an overview of the topic(s) to be reviewed, the references read and the process used to identify readings and that summarizes the theory and evidence found in the literature review. In addition to meeting with faculty regularly and conducting literature searches throughout the term, an average of 12 hours each week devoted to the readings and preparation of the products during the 10 week term is worthy of a 4 credit Directed Reading (PH 187). An average of 24 hours each week devoted to the readings and preparation of the products during the 10 week term is worthy of a 8 credit Directed Reading (PH 188). An average of 36 hours devoted each week to the readings and preparation of the products during the 10 week term is worthy of a 12 credit Directed Reading (PH 189).
All terms: By arrangement. (HP/P/LP/NC)
PH 187 is four credits; PH 188 is eight credits; PH 189 is twelve credits.
Prerequisites for Master’s degree students: Core courses or permission of an approved faculty supervisor and an Approved Proposal. To obtain the Directed Readings proposal form, please contact Liz Koelsch in the Education Office. To obtain approval of proposal, prior to the beginning of the term please submit by email to Karen Ashley the Readings cover sheet and proposal with an electronic signature or email from the proposed faculty supervisor.
PH 197, PH 198, and PH 199:
Students may participate in a Directed Research course through arrangements with a faculty member. MS students are required to enroll in PH 197 during their final term. “Directed” coursework involves a specific research proposal and is subject to approval by an approved faculty supervisor and the Associate Director of Education (for Master’s degree students) or the Chair of their program (for PhD students).
When the intended work to be accomplished is considered to be ‘deep background’ reading for the student’s general training or topic, choose directed readings courses (PH 187-189); see separate guidelines. On the other hand, if the literature review to be accomplished is intended to be primarily directly related to preparing a dissertation or other research project, use the directed research courses. Also use directed research for preparing the PhD proposal and for carrying out all research activities for design, analysis, and writing up the findings.
In addition to meeting with faculty regularly and conducting research activities throughout the term, an average of 12 hours each week devoted to the research and preparation of the products during the 10 week term is worthy of a 4 credit Directed Research (PH 197). An average of 24 hours each week devoted to the research and preparation of the products during the 10 week term is worthy of a 8 credit Directed Research (PH 198). An average of 36 hours devoted each week to the research and preparation of the products during the 10 week term is worthy of a 12 credit Directed Research (PH 199).
All terms: By arrangement. (HP/P/LP/NC)
PH 197 is four credits; PH 198 is eight credits; PH 199 is twelve credits.
Prerequisites for Master’s degree students: Core courses or permission of the Associate Director of Education and an Approved Proposal. To obtain the Directed Research proposal form, please contact Liz Koelsch in the Education Office. To obtain approval of proposal, submit to Karen Ashley the Research cover sheet and proposal with an electronic signature or email from the proposed faculty supervisor.
This experience for the student teacher assumes that the course has been developed and taught in prior terms. Course faculty and the student teaching assistant (TA) work closely to develop and evaluate discussion assignments and associated homework. TAs conduct discussion sessions in courses under the supervision of the course faculty. TAs may be encouraged to present lectures for which they receive detailed feedback on their teaching style. TAs receive instruction on effective teaching techniques, such as how to teach the material, how to run a discussion, how to evaluate student responses, and grading. TA performance will be monitored throughout the term and the supervising faculty will provide appropriate evaluation, coupled with detailed suggestions for improvement.
Teaching Assistants should plan on being available for 13 weeks of a 10-week course, for final course planning prior to the start of the term and student evaluation purposes after the end of the term.
All terms: By arrangement. (PH 250=1/2 cr; PH 251=1 cr; PH 252=2 cr; PH 253=3 cr; PH 254=4 cr). (Credit/No Credit grade).
Prerequisites: PhD student, familiarity with the subject matter, and prior approval from Karen Ashley and the supervising faculty member; MS and MPH students must request an exception from the Karen Ashley to participate.
Advanced-Level Student Teaching
This experience for the student teacher assumes that the student has had considerable experience in teaching this course content. This is an advanced teaching course in which student teachers are given the opportunity to refine their teaching techniques and expand their role, under the supervision of the course faculty, and to include more advanced levels of responsibility as an instructor compared to those expected under PH 256. Students enrolling in this course must have completed their programmatic teaching requirement and otherwise be experienced as a teacher and exceptionally proficient in the subject matter.
All terms: By arrangement. 1-3 credits (PH 257=1 credit; PH 258=2 credits; PH 259=3 credits). (Credit/No Credit grade)
Prerequisites: PhD student, familiarity with the subject matter, and prior approval from Karen Ashley and the supervising faculty member.
Supervised Research Assistantship
Only PhD Students, PhD Candidates, or non-degree-seeking postdoctoral fellows with a thesis degree may sign up for Supervised Research Assistantship Courses. When the intended work to be accomplished is considered to be for training as a research assistant and work to be completed is for a grant or work of the faculty member and the student would not qualify for first authorship on reports or publications and is being paid hourly as a student employee, the student should sign up for Supervised Research Assistantship courses at the appropriate level. Otherwise, the student should sign up for directed research.
All terms: By arrangement. (Credit/No Credit)
Prerequisites: Doctoral student or candidate status or post-doctoral fellow
PH 297, PH 298, and PH 299:
Thesis research under the guidance of a faculty member who is the student’s designated Dissertation Research Advisor. See Tabs 3 and 7 in the PhD Student Handbook for more details and examples of acceptable proposals.
All terms: By arrangement.
PH 297 is four credits; PH 298 is eight credits; PH 299 is twelve credits.
Prerequisites: PhD candidacy status, including successfully defending the thesis proposal.
Decision and Cost-Effectiveness Analysis
This course covers the fundamental principles and mechanics of decision analysis and cost-effectiveness analysis. Topics covered in the course include basics of probability (including Bayes’ Theorem), structuring decision problems as decision trees and Markov models, components of preference (value preference, time preference, and risk preference), valuing multidimensional outcomes, evaluating decision trees, sensitivity analysis, value of information, and basic principles of cost-effectiveness analysis. The course has a weekly lab that involves use of decision analysis software to reinforce concepts presented in class. Labs are also used for development, progress review and discussion of small group decision analysis projects, which culminate in formal presentations the last week of class. Weekly problem sets are also used to reinforce the concepts presented in class.
Prerequisites: PH 100, PH 139, 140
Advanced Methods in Health Services Research
This course will develop student analytic competencies to the level necessary to conceptualize, plan, carry out, and effectively communicate small research projects in patient care, epidemiology, or health services. Lectures, demonstrations, and labs will be used to integrate and extend methods introduced in other TDI courses. The course will also cover new methods in epidemiology and health services. The students will use research datasets from the Medical Care Epidemiology Unit at TDI, including Medicare data, in classroom lab exercises and course assignments. Course topics focus on key aspects observational research including risk adjustment, multilevel analyses, instrumental variables, and small area analysis. Practical skill areas will include programming in STATA, studying datasets for completeness and quality, designing tables, and figures, and data management techniques. Emphasis is on becoming independent in analytic workflow. The instructors will tutor students as they develop their own analytic projects.
119 or 147 required for MS.
Prerequisites: PH 139, 140, 141
Seminar Series 1: The Advanced Research Methods Seminar
This three-term course, limited to 8-10 participants, covers a range of advanced research methods topics with an aim toward enhancing the knowledge and skills of young investigators. The Seminar will include core content each year in the Fall and Winter terms, as well as special topics in the Spring term, which may vary from year to year. Each term will include 10 weekly two-hour sessions. Enrollees do not need to participate in all three terms.
Fall Term: Experimental Design and Causal Inference.This section of the Seminar is based on “Experimental and Quasi-Experimental Designs for Generalized Causal Inference” by Shadish, Cook, and Campbell (Houghton Mifflin, 2002). Participants will learn about four domains of inferential validity: statistical conclusion validity, internal validity, construct validity, and external validity.
Winter Term: Measurement. This section of the Seminar will cover key topics in the measurement of health, with an applied approach. Classical test theory and item response theory will be covered, as well as practical issues such as scale construction, reliability and validity.
Spring Term: Special Topics. The third section of the Seminar will consist of a methodology topic of interest to Seminar participants each year. This will provide an opportunity to introduce participants to specialized areas of research methods that are not taught currently at The Dartmouth Institute or to provide more depth.
Meeting Dates: Thursdays, 3:00 p.m.-5:00 p.m., beginning September 14 through May 2018.
Faculty: Greg McHugo, PhD, Professor of Psychiatry and The Dartmouth Institute, Emeritus
Location: Room 571W, Williamson Translational Research Building (WTRB, 5th floor) at DHMC
ENROLLEES ARE NOT COMMITTED TO ALL THREE TERMS
Seminar Series 2: The Practice of Statistics in Medicine
The aim of this course is to train junior-faculty, post-doctoral and doctoral-student researchers in the identification of appropriate research designs and analyses, software-aided (primarily Stata and R) implementation and interpretation, effective communication of results, and rigorous critique of statistical work. A combination of conceptual, technical, and illustrative explanations with examples will support learning in a seminar-style classroom environment. The course for 2017-18 includes 2 introduction lectures and 8 modules of 3-4 weeks. Each module includes didactic instruction, interactive illustration of how to implement analyses and interpret output, and participant presentations of research in progress or of course relevant papers/other material.
To be admitted to the course, each participant must agree to make at least one presentation. The presentations will be an opportunity for participants to test their understanding of statistical concepts and obtain tailored feedback from the instructors on any empirical research problems or statistical topics of interest. Presentations will be 15 to 30 minutes, and could consist of either a journal discussion or a statistical analysis led by the participant. While it is anticipated that participants will complete all modules, the instructors will consider requests to attend select modules only.
Meeting Time and Dates: Tuesdays, 3:00 p.m.-5:00 p.m., beginning September 12 through completion of all modules (at the latest by May 2018)
Faculty: Todd MacKenzie, PhD, Professor of Biomedical Data Science, Department of Biomedical Data Science, The Dartmouth Institute, Department of Medicine; James O’Malley, PhD, Professor of Biomedical Data Science, Department of Biomedical Data Science, The Dartmouth Institute
Location: Room 571W, Williamson Translational Research Building (WTRB, 5th floor) at DHMC
Seminar Series 3: Professional Development Seminar
This three-term seminar aims to enhance skills in research communication. It covers PowerPoint presentations, talks to professional and lay audiences, posters, abstracts, articles for professional journals, and research grants. The course leaders will present brief didactic material, but the primary method is alternating peer presentations.
The seminar meets for three terms (10 sessions each term) for PhD students, post-docs, and junior faculty (maximum 10 participants). Participants must be actively writing papers and grants.
Meeting Dates: Mondays, 3:30pm-5:00pm, beginning September 11 for three 10-week terms
Location: Room 572 at the Williamson Translational Building (WTRB, 5th floor), DHMC
Faculty: Steve Woloshin, MD, MS, Professor of Medicine, of Community and Family Medicine, and of The Dartmouth Institute, Lisa Schwartz, MD, MS, Professor of Medicine, of Community and Family Medicine, and of The Dartmouth Institute, and Bob Drake, MD, PhD, Professor of The Dartmouth Institute