Doctorate of Health Sciences (DHSc) Leadership in Clinical Practice and Education: Curriculum

This course analyzes the core competencies and skills needed to participate effectively in team-based care for patients and populations. Emphasis on communication and flexible leadership strategies and the impact of interprofessional practice on health delivery practices and outcomes. Restricted to SMHS students.

Supervised integration and implementation of educational or clinical health professional leadership in the student’s practice environment. Completion of 9 credits in HFR courses required prior to enrollment. Recommended background: Prior completion of HFR 8107.

Supervised integration and implementation of educational or clinical health professional leadership in the student’s practice environment. Prerequisite: HFR 8102.

Program theory as the basis for designing health and educational innovations that can be tested using scientific methods, replicated in practice, and used to inform policy. Restricted to students in the doctor of health sciences program.

This course builds the skills needed to serve as a clinical or academic leader in the health professions. Students learn how to think strategically and align goals and resources to prepare health care professionals to serve as effective providers in evolving contexts. Restricted to SMHS students.

The purpose of this course is to emphasize the critical roles of ethics theories and bioethics principles in the planning, conduct, and dissemination of scientific studies. Topics covered will include scientific and academic integrity, protection of human participants in research, conflicts of interest and commitment, ownership of data and intellectual property, whistleblowing and dispute resolution, and privacy and confidentiality. Restricted to students in the doctor of health sciences program. Credit cannot be earned for this course and THS 8203.

Students design research and study methods to address gaps in the body of health science knowledge.

This course is a continuation of HFR 8270. Students are prepared to manage data and conduct quantitative analyses to test hypotheses and support decision making.

This is the first in a series of 3 courses related to scholarly inquiry for students in the DHSc program. Students construct a significant problem statement, identify key terms, and conduct an extensive literature review relevant to the gap in the health science educational or clinical practice addressed by the problem statement, and generate a research question. Students will create a research protocol.

This is the second in a series of 3 courses related to scholarly inquiry for students in the DHSc program Following IRB approval, the student will collect, and analyze data related to the research question. Students manage data to assure quality, integrity, confidentiality and accuracy.

This is the third in a series of 3 courses related to scholarly inquiry for students in the DHSc program. Students interpret the results of the data analysis in relation to the research question and draw conclusions based on the interpretation of the results. Students draft a manuscript for potential submission to a peer reviewed journal based on the work completed in Seminars I through III.

An overview of the US health care system and the influence of health policy development and implementation on health care quality. Introduction to fundamental concepts of health care quality, patient safety, leadership, and change management. Applicants of the MSHS in Health Care Quality program may use the Certified Professional in Healthcare Quality (CPHQ) credential as an accepted equivalent.

Approaches to medical informatics to support managerial decision making, patient care, and quality improvement in clinical practices. Ethical, legal, and social dimensions of health care information technology.

Skills needed for planning and implementation of health care research within clinical institutions; institutions and regulatory requirements for health care research including those involving human subjects. Prerequisites: CML 6203 and HFR 8116.

Examination of the emerging field of knowledge translation, which integrates knowledge across the domains of translational research, implementation and dissemination science, and collaboration and team science within the context of current health practice and legislation.

Application of teaching and learning principles in the delivery of education in health professions; practices grounded in andragogy, contributing to curriculum program development, and the enhancement of teaching and assessment skills. Restricted to SMHS students. Recommended background: Experience in health care or practice as a health care professional.

Curriculum development and assessment skills in medical and health science settings. Restricted to SMHS students. Recommended background: experience in health care or practice as a health care professional.

Skills needed to effectively assess individual achievement of required clinical competencies and implement a comprehensive assessment of course and program goals. Prerequisites: HFR 8212 and HFR 8213.

Students design, develop, implement and assess technology-based education approaches for the health profession. Prerequisites: HFR 8212 and HFR 8213

Applied health economics, finance and policy for high-quality, value-based health care operations; costs, expenditure, and reimbursement of services; strategic financial planning tools. Restricted to students in the clinical operations and health care management program.

Introduction to qualitative methods used in the generation and analysis of data relevant to health professionals. Prerequisites: HFR 8270 or HSCI 6270 or the advisor’s approval. Credit cannot be earned for this course and THS 8123.

Selection, implementation, and evaluation of assessment tools. Changes in performance that occur in clinical environments, in adult educational settings, and in research programs. Levels and purposes of measurement; proximity of the measure to the “intervention;” utility, including reliability and validity; precision, including range, targeting, and sensitivity to change; efficiency and practicality. Recommended background: Occupational therapy majors.

Use of mixed methods as a legitimate design tradition to address translational research questions. Restricted to students in the PhD in translational health sciences degree program in good standing or with instructor’s permission. Credit cannot be earned for this course and OT 8272.

An overview of global business principles related to health care systems: the management of patient-centered care delivery, marketing, finance and fiscal management principles, information technology, and quality improvement.

Independent study involving analysis of a clinical topic, a patient education project, or an on-site mentored clinical research practicum.

Students refine skills in developing a systematic review of the literature for healthcare innovations, including interventions, educational programs, and products. Restricted to students in the PhD in translational health sciences program or with permission of the instructor. Recommended background: Experience in quantitative research design.

Advanced data management and analytic techniques required for testing hypotheses in translational health research. Restricted to students in the PhD in translational health sciences degree program in good standing or with the permission of the instructor. Recommended background: Completion of graduate-level courses in epidemiology and biostatistics.