hone their ability to define and analyze problems, formulate answerable questions, and search for and evaluate evidence.

Discipline-based learning objectives in cell biology and biochemistry, physiology, pharmacology, anatomy, embryology, histology, pathology, oncology, and genetics are integrated as threads throughout the organ systems blocks. The goal is for students to integrate concepts in these core biomedical disciplines into their growing understanding of the function of the human body in health and disease.

Anatomy is case-based and taught using prosections, cross-sectional images, and interactive electronic curriculum. Electives are available for students who wish to pursue more-in-depth exposure to specific aspects of anatomy with dissection of cadavers.

Advanced basic science teaching is integrated into the clinical rotations in years three through five, with basic science “rounds” on clinical services, special basic science seminars for students, and required in-depth essays and reports on the basic science underlying problems they encounter in specific patients.

Clinical Curriculum

The Foundations of Clinical Medicine course in years one and two addresses the same core learning objectives as the FCM course for University Program students and includes interviewing skills and physical diagnosis, with patient care in the office of a longitudinal clinical preceptor for a half day every other week in year one and every week in year two. In year two, an additional half-day per week is devoted to clinical experiences that relate directly to the organ systems courses or develop special clinical skills such as the pediatric history and physical exam or experience with acute care medicine. The objective is for students to develop clinical skills, integrate clinical activities with their basic science and research learning, and become proficient in the history and physical examination before beginning inpatient rotations. College students meet with students in the University Program and the MSTP in weekly Science of Clinical Practice Seminars, facilitated by medical school faculty and leaders from the community, in a ten-session Health Policy series.

Students then move into a flexible, three-year continuum of core and elective clinical rotations, with dedicated time to complete a required research project under the guidance of a three-faculty thesis committee. Required clinical rotations are the same as for students in the University Program and are offered at all Case-affiliated hospitals in the Cleveland area. Clinical rotations at the Cleveland Clinic have the same core learning objectives as those at other hospitals, with the addition of research and basic science threads incorporated into the clinical experiences. During their research time, students spend a half day per week in a clinical experience specifically related to their area of research, which is selected with the advice of their research and physician advisors.

Research Curriculum

The research curriculum begins in the summer of year one with small group discussions, journal clubs and labs addressing basic and translational research methods coupled with hands-on experience with a research project in the lab of an established research preceptor. Students learn core principles of designing and interpreting research experiments, reading the research literature, presentation of research data in written and oral form, and the skills needed for productive interactions with all members of a basic science research team. The curriculum continues throughout years one and two, with research learning objectives emphasized during PBL cases and other activities in the basic science and clinical curricula, and weekly Process of Discovery seminars in which investigators present and discuss their latest research findings.

The summer research curriculum in the year two focuses on clinical research, with an in-depth course on applied statistical and epidemiological methods, journal clubs focusing on reading the clinical research literature, and other interactive sessions in which students learn core principles of designing and analyzing clinical research projects, human subjects protection, and ethics of clinical research. Each student also participates in a clinical research project with an established clinical researcher and writes a clinical research proposal to address a question he or she developed during the summer.

By the end of year two, each student must select a research project and advisor for his or her thesis, which is to be completed during the last three years of the program. Students may choose to conduct their research with a basic or translational researcher or with a clinical researcher and may choose from a broad range of research opportunities at the Cleveland Clinic, Case or other research facilities in Cleveland. Other opportunities, such as those offered by the Howard Hughes Medical Institute at the National Institutes of Health, also will be considered. Each student has a three-member thesis committee consisting of his or her advisor and two other faculty members, one of whom must be an expert in a related area of clinical research for students who engage in basic research, or an expert in a related area of basic research for students in engage in clinical research. The goal is for each student to understand the spectrum of potential applications of his or her own research in the understanding of human health and disease.

Assessment for Promotion and Graduation Using Learning Portfolios

Each medical student in the College Program has a close advising relationship with a physician advisor, who works with a total of six to eight students throughout all five years of the curriculum. Students build a learning portfolio that demonstrates their mastery of the clinical, basic science and research objectives of the curriculum. The physician advisor reviews the student’s portfolio regularly, helps the student identify learning goals to address relative weaknesses or build on areas of relative strength, and assists with designing a final three-year clinical/research continuum and with career advising.

Nine learning outcomes have been identified for the College Program, and progressive levels of competency for each outcome are defined for each year of the curriculum. Ongoing assessments of competency for each outcome allow the faculty to determine students’ readiness for advancement in and graduation from the program. Assessment of College Program students is competency based; grades are not assigned for any component of the curriculum, and there is no class ranking system. The learning outcomes:

  1. Research: Demonstrate knowledge base and critical thinking skills for basic and clinical research, skill sets required to conceptualize and conduct research and understand the ethical, legal, professional and social issues required for responsible conduct of research.
  2. Basic, clinical and social sciences: Demonstrate and apply knowledge of human structure and function, pathophysiology, human development and psychosocial concepts.
  3. Communication: Demonstrate effective verbal, nonverbal and written communication skills in a wide range of relevant activities in medicine and research.
  4. Clinical skills: Perform appropriate history and physical examination in a variety of patient care encounters, and demonstrate effective use of clinical procedures and laboratory tests.
  5. Clinical reasoning: Diagnose, manage and prevent common health problems of individuals, families and communities. Interpret findings and formulate action plan to characterize the problem and reach a diagnosis.
  6. Professionalism: Demonstrate knowledge and behavior that represents the highest standard of medical research and clinical practice, including compassion, humanism, and ethical and responsible actions at all times.
  7. Personal development: Recognize and analyze personal needs (learning, self-care, etc.), and implement plan for personal growth.
  8. Health care systems: Recognize and be able to work effectively in the various health care systems, to advocate and provide for quality patient care.
  9. Reflective practice: Demonstrate habits of analyzing cognitive and affective experiences that result in identification of learning needs leading to integration and synthesis of new learning.

As students progress through the curriculum, the faculty for each course identifies expected competencies to be achieved for each learning outcome. These explicit competencies provide students with a standard by which to judge their progress. The portfolio approach requires students to take an active role in assessing and directing their own learning. Regular self-assessment of strengths and weaknesses for purposes of determining learning needs is essential to becoming a lifelong learner.

The portfolio will contain evidence of the students’ work to be used for both formative and summative assessments. Formative assessments, scheduled at regular intervals throughout each year, require students to provide written self-reflections on evidence of their progress, receive feedback from their physician advisors, and develop learning plans to progressively enhance their competencies. At the end of each year, students construct a portfolio for summative assessment and meet with members of an evaluation committee who will determine their readiness to proceed to the next year or graduate from the program. The evaluation committee serves in the same capacity as the Committee on Students for the University Program and presents reports on the progress of College Program students at end-of-year meetings of the Committee on Students.

The major objective of the portfolio system is for students to assume responsibility for monitoring and directing their learning progress by becoming skilled in self-assessment, reflection, and self-directed learning. This innovative approach also will provide them with documentation of their achievements in medical school that will be useful in their applications to residency programs.

In addition to satisfactory summative assessments of the learning portfolio each year, students in the College Program must pass the U.S. Medical Licensing Examination (USMLE) Step 1 at the end of the year two to advance to year three. Students are also required to take the USMLE Step 2 by Jan. 31 in the year they intend to graduate. To be eligible for graduation from the school, students must obtain at least the minimum passing score on this examination as established by the USMLE Composite Committee. In addition to passing the written USMLE Steps 1 and 2, students must sit for the USMLE Step 2 Clinical Skills Examination before graduation.

The Medical Scientist Training Program in Detail

General Description

The Case Medical Scientist Training Program (MSTP) provides training for future physician-scientists by combining well-developed curricula in science and medicine. Medical school and graduate school components are combined in a manner designed to optimize dual-degree training. Unique aspects of the program include the integration of graduate school and medical school in many phases of the program and a high degree of student involvement in running the program.

The MSTP includes three major phases of training.

First phase: During the first two years, each student completes the first two years of the University Program medical school curriculum, including early clinical experiences, completes at least three research rotations, takes graduate courses, and chooses his or her Ph.D. graduate program and thesis lab. During the summers before the first two years of medical school, students complete research rotations. During the fall and spring semesters of year one and the fall semester of year two, students generally take a graduate course or complete a research rotation.

Second phase: During the Ph.D. thesis phase, students complete all requirements of their Ph.D. thesis program. They also can participate in the MSTP Clinical Tutorial.

Third phase: The final phase is the return to years three and four of the University Program medical school curriculum. The focus is clinical training, but research electives can be taken for part of year four.

Although each of these three phases has a different focus, opportunities exist for students to pursue both research and clinical training in each phase. The philosophy of the Case MSTP is to integrate medicine and science throughout the program as much as possible.

The Case MSTP is run by faculty, students and staff. The MSTP Council is a body of students that plans and runs certain aspects of the program. The program manager and program assistant have many important roles and run the day-to-day management of the program. They are often the first people students contact for advice or help. The associate director is involved in decisions at all levels of the program and is the primary advisor for students in the first two years of the program. The director is responsible for all aspects of the program and is available to students for advice at any stage. The MSTP Steering Committee makes decisions on MSTP policy, planning, student admissions, approval of mentors and evaluation of students.

Incoming MSTP students are expected to enter the program on July 1. The MSTP summer retreat, usually held in July, provides an important orientation to the program and includes sessions and workshops for program and professional development.

Advising System

The MSTP associate director advises students in the first two years on research rotations and course work. Students may also meet with an MSTP Steering Committee member representing an area of research interest or with the MSTP director. During the Ph.D. training period, mentoring is provided by the thesis advisor and thesis committee, which includes a member of the MSTP Steering Committee and a member with an M.D. MSTP students are full members of the medical school class and enter one of the four societies of the University Program when they matriculate in the program. The society dean provides important advice for matters concerning the MD curriculum. In addition, the MSTP provides clinical advisors to help MSTP students with issues concerning the clinical curriculum. The director provides advising to students in all phases of the program.


Classes and Research Rotations in Years One and Two

During years one and two of the University Program, MSTP students register for 9 credit hours of graduate course work.

IBIS 401, 402 and 403 (Integrated Biological Sciences I-IV) are 3-4 credits each. IBIS 404 (Integrated Biological Sciences IV) is offered as a zero-credit course. IBIS 411, 412, and 413 (Clinical Science I-III) are two credits each. In contrast to their fellow medical students, MSTP students are graded during years one and two of the medical school curriculum for these graduate courses, which provide graduate school credit for the medical school curriculum. These grades are for graduate school purposes and do not affect standing in the medical school.

Additional credits are added for other graduate-level courses as selected by the student. Students generally take MSTP 400 (Research Rotation) or one graduate school course per semester. Graduate courses are scheduled in the afternoon to avoid conflict with the medical school curriculum. MSTP students will be registered for MSTP 400 during the summer terms before each of the first two years of medical school. Students also may complete a research rotation instead of a graduate school course during the fall or spring semester.

The Ph.D. Phase

After completion of the second year of medical school, each student chooses a Ph.D. thesis mentor, joins a specific Ph.D. program, and completes any remaining graduate school course work and other requirements for the Ph.D. degree. The following graduate programs are affiliated with the MSTP:

All MSTP students are required to take a one-week ethics course (IBMS 500 - Being a Professional Scientist - 0 credits) during the spring semester of their third year in the program (first year of Ph.D. research).

Clinical Tutorial, Clinical Refresher Course and Years Three and Four of Medical School

During the Ph.D. thesis phase, MSTP students are encouraged to take the optional MSTP Clinical Tutorial, which provides a unique longitudinal part-time clinical experience. The MSTP Clinical Tutorial is a year-long course that enhances clinical skills for year three of medical school. It also serves a special career development objective by allowing students to balance medical and scientific interests and explore the connections between these areas. The MSTP Clinical Tutorial, offered during the Ph.D. phase, is an example of the integration of science and medicine in the Case MSTP. An alternative approach to enhancement of clinical skills is the MSTP Clinical Refresher course, which is taken before the start of year three. After completion of the Ph.D., MSTP students are enrolled in medical school to complete the requirements for the M.D. (see description provided for the University Program).

MSTP Activities

The MSTP supports several activities that enhance the scientific and professional development of students. These activities also foster a vibrant and collegial MSTP community with a strong sense of mission in the training of physician scientists.

Summer retreat: The annual MSTP summer retreat is a two-day event focusing on scientific presentations, professional development and program planning for the upcoming academic year.

Winter retreat: This retreat occurs in January or February. Students in their research years present their thesis work (completed or in progress) through a brief oral or poster presentation.

MSTP Student Council coordinates many activities of the Case MSTP. The Council meets once each month to discuss activities that are run by different student committees. The overall goals of the MSTP Student Council are to identify objectives for the program, to allow students to initiate programs to enhance the MSTP, to encourage increased student involvement in the operation of the MSTP, and to enhance development of leadership skills of MSTP students. The president, vice president and secretary are all elected for a one-year period. Committees are led by 1-3 committee chairs who take charge of committee activities and coordinate the involvement of other students in the committee activities. All students are welcome and encouraged to participate in the various committees and to attend the student council meetings. The MSTP Council Charter is attached as an Appendix.

Recent Council committees have included the following:

  1. Monthly Dinner Meeting Committee. This committee is responsible for planning monthly dinner meetings, selecting topics, speakers, and menus. The series is organized by students and is attended by students, Steering Committee members and research mentors. Invited speakers (students, faculty, alumni and outside speakers) address issues pertinent to research, professional issues, career development or other topics of interest. The informal environment at these gatherings promotes social and professional interactions.
  2. Agre Society. The Agre Society at Case Western Reserve University serves to advance understanding of biomedical research by clinical residents, fellows and MSTP students. The society’s activities involve residents and fellows from clinical training programs at Case-affiliated hospitals (Internal Medicine, Pediatrics, Surgery, Pathology, and Genetics), MSTP students in all phases of the program and associated faculty. The main focus of the Agre Society is a series of informal monthly dinner meetings The design of the Agre Society promotes interactions between MSTP students, residents and fellows with interests in biomedical research, allowing these groups to enrich each other with their different experiences and viewpoints. The program helps clinical residents and fellows to learn about research and identify potential mentors within the wider Case research community. It also helps MSTP students to understand the clinical context of their research and enables them to form contacts with people at more advanced stages of training. The society is named for Peter Agre, M.D., a medicine resident in the University Hospitals of Cleveland/VA program in the mid 1970’s who won the Nobel Prize in Chemistry in 2003 for the discovery of aquaporins. The Agre Society is sponsored by the Case/UHC Department of Medicine and is run jointly by the Department of Medicine and MSTP Council. For more information, contact the MSTP office (mstp@case.edu) or R. Tyler Miller, M.D., Department of Medicine.
  3. Communications/Newsletter Committee. This committee is responsible for publishing the biannual newsletter.
  4. Web Page Committee. This committee is responsible for generating content for the Case MSTP website.
  5. Summer Retreat Committee. This committee plans the summer retreat.
  6. Intro to MSTP: This committee is in place to help first year MSTP students adjust to the program and Case.
  7. Physician-Scientist Visiting Lecturer: This committee is in charge of planning the visit of a prominent physician/scientist who will come to give a seminar and visit in depth with MSTP students in small groups to discuss the intersection of science and medicine and career development issues for physician scientists.
  8. Community Service Committee: Plans events for involvement of MSTP students in community service.
  9. Social Committee: This important committee plans fun events throughout the year!
  10. Student Representative to Faculty Council: One student is selected to represent the MSTP on Faculty Council.
  11. MSTP Women’s Committee: Women in the MSTP organize luncheons or other meetings to discuss issues that face women pursuing careers in science. Students may invite a successful woman scientist who provides a role model as a physician scientist.
  12. Other committees may be formed at the discretion of Council.

Scientific meetings: The program strongly encourages students to present their research at national or international meetings and provides financial support to pay for part of meeting travel expenses (other funding is obtained from the research mentor). In addition to the general meeting support for all students, each year two students are offered the opportunity to attend the annual M.D./Ph.D. national student conference in Colorado, with all expenses paid by the MSTP.

Research symposia: MSTP students are encouraged to present their research at Case student symposia, including the annual graduate student symposium and the Irwin H. Lepow Student Research Day. These symposia feature a nationally recognized keynote speaker, and students have the opportunity to interact extensively with the noted scientist. A committee awards prizes for outstanding student presentations.

Assessment of MSTP Students

Students in the MSTP are assessed for the medical school component of the program in the same manner as students in the University Program, with the exception that grades are awarded for those courses in the M.D. curriculum in years one and two that receive graduate school credit and are used to satisfy requirements for the Ph.D. degree. Students must satisfactorily complete all requirements for both the M.D. and the, Ph.D.

Expectations for Personal and Professional Characteristics

Students are evaluated on knowledge base, clinical skills and professional behavior and attitudes. The following characteristics are evaluated throughout the medical curriculum, and students are expected to adhere to these standards in both their academic and personal pursuits:

Interpersonal relationships: Provides supportive, educational and empathetic interactions with patients and families, and is able to interact effectively with “difficult” patients. Demonstrates respect for and complements roles of other professionals, and is cooperative, easy to work with, commanding respect of the health care team.

Initiative: Independently identifies tasks to be performed and makes sure that tasks are completed. Performs duties promptly and efficiently, and is willing to spend additional time, assume new responsibilities, and able to recognize the need for help and ask for guidance when appropriate.

Dependability: Completes tasks promptly and well. Present on time and actively participates in clinical and didactic activities. Always follows through and is exceptionally reliable.

Attitude: Is actively concerned for others. Maintains a positive outlook toward assigned tasks. Recognizes and admits mistakes. Seeks and accepts criticism, using it to improve performance.

Integrity and honesty: Demonstrates integrity. Is honest in professional encounters. Adheres to professional ethical standards.

Tolerance: Demonstrates exceptional ability to accept people and situations. Acknowledges her or his biases and does not allow them to affect patient care.

Function under stress: Consistently maintains professional composure and exhibits good clinical judgment in stressful situations.

Appearance: Always displays an appropriate professional appearance.

Educational Authority

Governance of the educational programs leading to medical degree resides in the Faculty of Medicine. Each class of students selects representatives who become voting members of the Faculty of Medicine. The faculty of the School of Medicine is responsible for the content, implementation and evaluation of the curriculum. The dean of the School of Medicine serves as its chief academic officer with overall responsibility to the university for the entire academic program. The vice dean for education and academic affairs carries the dean’s academic and administrative authority and has direct supervisory responsibility over the units that lead and support the curriculum.

The faculty’s Committee on Medical Education (CME) evaluates, reviews and makes recommendations concerning the major units of the medical education program. Acting for the faculty, the Committee on Medical Education evaluates the achievement and outcomes of curricular objectives and reviews the curriculum as a whole. The faculty elects the majority of the members of the Committee on Medical Education; student representatives also serve on this committee and its various subcommittees.

Three curriculum councils are responsible for the University Program and one curriculum council is responsible for the College Program; all four councils report to the CME. These councils are responsible for the strategic planning, content, design, selection of teaching leadership, and oversight of the curriculum, student assessment and program evaluation.


A medical student who has satisfactorily completed all the required work in the School of Medicine program in which he or she is enrolled may be granted the degree of doctor of medicine (M.D.) by Case Western Reserve University, provided that:

  1. He or she has been registered at Case Western Reserve University School of Medicine for at least four academic years, or has transferred to the University Program after two years at another accredited medical school.
  2. The Committee on Students for the University Program or the Medical Student Promotions and Review Committee for the College Program approves his or her record of performance, and the faculty recommends him or her to the trustees for graduation.
  3. He or she has discharged all financial obligations to the university and to the program in which he or she is enrolled.
  4. He or she has taken the U.S. Medical Licensing Examination (USMLE) Steps 1 and 2 and the USMLE Step 2 Clinical Skills Examination, and has obtained a minimum passing score on the examinations as determined by the USMLE Composite Committee. The requirements for graduation of any class may be altered by action of the faculty of the School of Medicine.



Licensure to practice medicine in the United States and its territories is a privilege granted by the individual licensing boards of the states and territories. Each licensing board of the individual jurisdictions establishes its policies, eligibility and requirements for the practice of medicine within its boundaries pursuant to statutory and regulatory provisions. The degree of doctor of medicine awarded by Case Western Reserve University is an academic degree and does not provide a legal basis for the practice of medicine.

The Electronic Curriculum

The School of Medicine has developed an integrated electronic curriculum for all four years of the medical curriculum that contains a list of learning objectives as well as the resources that allow the students to achieve the objectives. These resources include references to traditional textbooks and journal articles, original textual material, PowerPoint files, illustrations, animations, videos, audio files, and links to Internet-based learning resources (including original journal articles in electronic format). These resources are made available on the Internet by an NT/Internet server system.

Students have access to the Internet and the electronic curriculum from their assigned personal desks via fiber optic Ethernet connection to CWRUnet and via wireless access when away from their desks. When off campus, access is through a modem connection.

Other Degree Programs

The degree programs listed in this section may require admission to another school at the university in addition to or instead of the School of Medicine. Each school may have different deadlines and requirements for admissions. Please contact the other schools separately using information provided under that school’s listing in this publication. Please see departmental listings in this section of the General Bulletin for information about additional degree programs offered through the medical school’s departments.


Leading to a Master of Science degree in clinical research, the Clinical Research Scholars Program (CRSP) provides physicians, dentists, nurses, and Ph.D.-prepared health care professionals with a rigorous, high quality, didactic education in clinical research methods. The aim of CRSP is to develop a new generation of clinical investigators for leadership roles in academia and industry.

CRSP Scholars are individuals who have completed their clinical training and want to develop a professional career based in clinical investigation. A prerequisite for consideration for admission is a degree in medicine, dentistry, nursing, or an allied science. The program consists of formal didactic course work, a longitudinal seminar series, and an intensive mentored experience centered on a specific clinical research problem. The curriculum makes use of existing didactic material offered throughout Case Western Reserve’s medical, nursing, dental, management, and law schools as well as courses specifically designed for CRSP Scholars.

The program resides in the School of Medicine and the School of Graduate Studies and consists of a two-to-five year curriculum requiring 36 credit hours. Fifteen hours are accumulated in five required courses common to all fields of clinical investigation. At the end of the first year of study, Scholars differentiate into one of four specialty tracks that afford maximum flexibility and that are adapted to meet a wide array of clinical research career goals. Completion of a formal thesis is required for the awarding of the Master of Science degree.

For more information, see http://casemed.case.edu/CRSP or contact Carol Tolin, Program Coordinator, The Clinical Research Scholars Program at Case, c/o MetroHealth Medical Center - Bell Greve 3-45, 2500 MetroHealth Drive, Cleveland, Ohio 44109-1998; e-mail: carol.tolin@case.edu.


Course Descriptions

CRSP 401. Introduction to Clinical Research Summer Series (1 - 3)
This course is designed to familiarize one with the language and concepts of clinical investigation and statistical computing, as well as provide opportunities for problem-solving, and practical application of the information derived from the lectures. The material is organized along the internal logic of the research process, beginning with mechanisms of choosing a research question and moving into the information needed to design the protocol, implement it, analyze the findings, and draw and disseminate the conclusion(s). Prereq: M.D., R.N., Ph.D., D.D.S., health professionals.

CRSP 402. Study Design and Epidemiologic Methods (3)
This course will cover the methods used in the conduct of epidemiologic and health services research and considers how epidemiologic studies may be designed to maximize etiologic inferences. Topics include: measures of disease frequency, measures of effect, cross-sectional studies, case-control studies, cohort studies, randomized controlled trials, confounding, bias, effect modification, and select topics. Recommended preparation: CRSP 401 or permission of instructor.

CRSP 403. Biostatistics for Clinical Research (3)
We introduce biostatistical methods for clinical investigators involved in patient-oriented, translational, epidemiologic, health services and public health research. We anticipate that students will be involved in designing and interpreting their own studies, but also in critically evaluating the work of others. The course thus emphasizes the statistical process: how to conduct studies, what the results mean, and what can be inferred about the whole from pieces of information. The focus is on understanding and describing relationships between phenomena and measuring how well these relationships fit data. A project involves problem specification, data collection, management, analysis, and presentation. Students will use statistical software extensively and will be exposed to multiple packages. Topics include descriptive statistics, exploratory data analysis, the fundamentals of probability, sampling, inferential statistics, power and sample size, experimental design, correlation, regression, and association. Recommended preparation: CRSP 401.

CRSP 406. Introduction to Statistical Programming using SAS (2)
This course will provide students with an introduction to SAS version 8.2 in the context of clinical research. Topics will include an overview of the SAS “data step” and procedures commonly used to explore, visualize, and summarize clinical data. Students will learn the basics of the SAS programming language, how to troubleshoot SAS code, as well as how to interpret selected SAS output. Clinical research datasets will be used in class examples, computer laboratory sessions, and homework. Each session will include a lecture immediately followed by a computer lab to reinforce the concepts introduced. Students will work in small groups or individually. Recommended preparation: CRSP 403 or consent of instructor.

CRSP 407. Logistic and Survival Analysis (3)
This course introduces two commonly used statistical modeling techniques found in the medical, epidemiologic, and public health research fields; logistic regression and survival analysis. The course emphasizes summarizing and analyzing binary and time-to-event outcomes. The focus is on establishing a foundation for when and how to use these modeling techniques as well as an understanding of interpreting results from analyses. Two course projects will involve problem specification, data collection, analysis, and presentation. Students will use statistical software extensively and will be exposed to output from SAS. Planned topics include contingency tables, logistic regression models and diagnostic measure, analyzing ordinal outcomes, estimating of the survival curve, Cox proportional hazard regression models and diagnostic measures, and sample size estimation. Prereq: CRSP 403 and CRSP 406.

CRSP 412. Communication in Clinical Research (Part 1) (1)
Parts 1 and 2 of this course build basic knowledge and develop core skills in scientific communication, grantsmanship, and the peer review process. Written and oral communication in clinical science, applying for grants, submitting abstracts and manuscripts, giving presentations, and the peer review process will be covered. Recommended preparation: CRSP 401 or equivalent and consent of instructor.

CRSP 413. Communication in Clinical Research (Part 2) (1)
Parts 1 and 2 of this course build basic knowledge and develop core skills in scientific communication, grantsmanship, and the peer review process. Written and oral communication in clinical science, applying for grants, submitting abstracts and manuscripts, giving presentations, and the peer review process will be covered. Recommended preparation: CRSP 401 or equivalent and consent of instructor.

CRSP 500. Observational Studies (3)
An observation study is an empirical investigation of treatments, policies or exposures and the effects that they cause, but it differs from an experiment because the investigator cannot control treatment assignment. We introduce design, data collection and analysis methods appropriate for clinical investigators, preparing students to design and interpret their own studies, and those of others in their field. Technical formalities will be minimized, and the presentations will focus on the practical application of methodologies and strategies. A course project involves the completion of an observational study, and substantial use of statistical software. Topics include randomized experiments and how they differ from observational studies, planning and design for observational studies, adjustments for overt bias, sensitivity analysis, methods for detecting hidden bias, and propensity methods for selection bias adjustment, including multivariate matching, stratification and regression adjustments. Prereq: EPBI 432, EPBI 441, or CRSP 407 or consent of instructor.

CRSP 501. Working in Interdisciplinary Research Teams (1)
This course will assist learners to understand why and how different professional disciplines, each representing a body of scientific knowledge, must work together to develop and disseminate knowledge. Learners will develop a set of skills specific to being an effective member and leader of an interdisciplinary research team, including working with different value and knowledge sets across disciplines, running effective meetings, managing conflict, giving and receiving feedback, and group decision-making techniques. Using the small group seminar approach and case studies, learners will practice individual and group communication, reflective and self-assessment techniques, and engage in experiential learning activities regarding effective teamwork in interdisciplinary research teams. Techniques to increase group creativity and frame new insights will be discussed. Recommended preparation: K grant Appointment or permission of instructor.

CRSP 502. Leadership Development (2)
Leadership Assessment and Development is for participants to learn a method for assessing their knowledge, abilities, and values relevant to management; and for developing and implementing plans for acquiring new management related knowledge and abilities. The major goals of this course include generating data through a variety of assessment methods designed to reveal your interests, abilities, values, and knowledge related to leadership effectiveness; learning how to interpret this assessment data and use it to design/plan developmental activities; small group sharing of insights from the various assessments. Recommended preparation: K grant appointment or consent of instructor.

CRSP 503. Innovation and Entrepreneurship (2)
The purpose of this module is to acquaint and ultimately engage clinical researchers with the business of innovation and entrepreneurship. Goals include: (1) to provide researchers with many of the skills that they would need to translate academic research into commercial uses; (2) to sensitize clinical researchers to the goals of the business community and facilitate their ability to work with the private sector on technology development; and (3) to make clinical researchers aware of the processes of academic technology development and transfer. Sessions consist of lectures and case discussion facilitated by the instructor. Some sessions include members of the business community as guest lecturers. As an example, students will discuss the financing of new companies with local venture capitalists. Student products include the evaluation of the commercial potential of a university technology in which they apply their new knowledge about commercialization of scientific discoveries. Offered as CRSP 503, ECON 406, and HSMC 406.

CRSP 510. Health Disparities (3)
This course aims to provide theoretical and application tools for students from many disciplinary backgrounds to conduct research and develop interventions to reduce health disparities. The course will be situated contextually within the historical record of the United States, reviewing social, political, economic, cultural, legal, and ethical theories related to disparities in general, with a central focus on health disparities. Several frameworks regarding health disparities will be used for investigating and discussing the empirical evidence on disparities among other subgroups (e.g., the poor, women, uninsured, disabled, and non-English speaking populations) will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted in their disciplinary background that will incorporate materials from the various perspectives presented throughout the course, with the objective of developing and reinforcing a more comprehensive approach to current practices within their fields. Offered as CRSP 510, EPBI 510, MPHP 510, NURS 510, and SASS 510.

CRSP 603. Research Ethics and Regulation (2)
This course is designed to introduce students to the ethical, policy, and legal issues raised by research involving human subjects. It is intended for law students, post-doctoral trainees in health-related disciplines and other students in relevant fields. Topics include (among others): regulation and monitoring of research; research in third-world nations; research with special populations; stem cell and genetic research; research to combat bioterrorism; scientific misconduct; conflicts of interest; commercialization and intellectual property; and the use of deception and placebos. Course will meet in once per week for 2 hours throughout the semester. Grades will be given based on class participation and a series of group projects and individual short writing assignments. Offered as CRSP 603 and LAWS 603.

CRSP 651. Clinical Research Scholars Thesis (1 - 18)
CRSP Thesis M.S.


The master of public health program prepares students to enhance health in human populations through organized community effort. Graduates are qualified to work in local and state health departments, universities and colleges, hospitals, ambulatory medical centers, non-profit organizations, and the insurance and pharmaceutical industries.

The program seeks to attract a rich mix of students, including those pursuing degrees in medicine, nursing, dentistry, law, social work, bioethics, management and other fields, as well as students holding undergraduate degrees.

The program has tracks in adolescent health (the first in the country), public health research, urban health, health care policy and administration, health promotion/disease prevention, international health, and epidemiology. The 36-hour program can be completed in two years. Students earn 15 credit hours through five required courses representing the fundamentals of public health: biostatistics, epidemiology, environmental health, health policy/administration, and behavioral health. Also, students receive a total of nine credit hours for three courses in an area of concentration of their choice (see aforementioned list), three credit hours for an elective course, and nine credit hours from a one-semester public health field practicum. In the practicum, students develop and work on a project that brings their new public health skills to the community.

The M.P.H. program has developed several new dual degree programs. Each program combines the master of public health degree with one of the following degrees: master of science in nursing degree, medical degree, master of business administration degree, juris doctorate degree, master of arts in bioethics or master of arts/Ph.D. in anthropology. It is anticipated that additional dual degree programs will be developed
Admission is through the Case Western Reserve University School of Graduate Studies. For more information, call 216-368-3725, e-mail acn3@case.edu, or visit www.casemph.org/.


Course Descriptions

MPHP 306. History and Philosophy of Public Health (3)

The purpose of this course is to introduce students to the science and art of public health through an understanding of the history and philosophies that represent its foundation. Students will learn about the essentials of public health and applications of those precepts throughout history and in the present. The course will examine public health case histories and controversies from the past and present, in order to better understand solutions for the future. Offered as MPHP 306 and MPHP 406.

MPHP 313. Health Education, Communication, and Advocacy (3)
Historical, sociological, and philosophical factors that have influenced definitions and the practice of health education and health promotion are studied. Advanced concepts in health communication theory will also be explored. This course is designed to education, motivate, and empower undergraduate and graduate students to become advocates for their own health, the health of their peers, and the health of the community. Offered as MPHP 313 and MPHP 413.

MPHP 405. Statistical Methods in Public Health (3)
This one-semester survey course for public health students is intended to provide the fundamental concepts and methods of biostatistics as applied predominantly to public health problems. The emphasis is on interpretation and concepts rather than calculations. Topics include descriptive statistics; vital statistics; sampling; estimation and significance testing; sample size and power; correlation and regression; spatial and temporal trends; small area analysis; statistical issues in policy development. Examples of statistical methods will be drawn from public health practice. Use of computer statistical packages will be introduced.

MPHP 406. History and Philosophy of Public Health (3)
The purpose of this course is to introduce students to the science and art of public health through an understanding of the history and philosophies that represent its foundation. Students will learn about the essentials of public health and applications of those precepts throughout history and in the present. The course will examine public health case histories and controversies from the past and present, in order to better understand solutions for the future. Offered as MPHP 306 and MPHP 406.

MPHP 408. Public Policy and Aging (3)
Overview of aging and the aged. Concepts in the study of public policy. Policies on aging and conditions that they address. The politics of policies on aging. Emergent trends and issues. Offered as ANTH 498, BETH 496, EPBI 408, GERO 496, HSTY 480, MPHP 408, NURS 479, NURS 579, POSC 480, and SOCI 496.

MPHP 411. Introduction to Behavioral Health (3)
Using a biopsychosocial perspective, an overview of the measurement and modeling of behavioral, social, psychological, and environmental factors related to disease prevention, disease management, and health promotion is provided. Offered as EPBI 411 and MPHP 411.

MPHP 413. Health Education, Communication, and Advocacy (3)
Historical, sociological, and philosophical factors that have influenced definitions and the practice of health education and health promotion are studied. Advanced concepts in health communication theory will also be explored. This course is designed to education, motivate, and empower undergraduate and graduate students to become advocates for their own health, the health of their peers, and the health of the community. Offered as MPHP 313 and MPHP 413.

MPHP 419. Topics in Urban Health in the United States (3)
This course examines patterns of urban health and disease across the life course among marginalized populations and communities. We will examine the socio-environmental contexts that impact health status (i.e., racism, health disparities, neighborhood context, and environmental stressors). Readings from epidemiology, sociology, and public health literature will provide a foundation for the multiple factors and processes that impact health. Offered as EPBI 419 and MPHP 419.

MPHP 421. Health Economics and Strategy (3)
This course has evolved from a theory-oriented emphasis to a course that utilizes economic principles to explore such issues as health care pricing, anti-trust enforcement and hospital mergers, choices in adoption of managed care contracts by physician groups, and the like. Instruction style and in-class group project focus on making strategic decisions. The course is directed for a general audience, not just for students and concentration in health systems management. Offered as ECON 421, HSMC 421, and MPHP 421.

MPHP 429. Introduction to Environmental Health (3)
This is a survey course of environmental health topics including individual, community, population, and global issues. Introduction to risk management, important biological mechanisms, and age and developmental impacts are covered in an overview fashion. A practical inner city home environment experience is included. Offered as EVHS 429 and MPHP 429.

MPHP 431. Statistical Methods I (3)
Application of statistical techniques with particular emphasis on problems in the biomedical sciences. Basic probability theory, random variables, and distribution functions. Point and interval estimation, regression, and correlation. Problems whose solution involves using packaged statistical programs. First part of year-long sequence. Offered as ANAT 431, BIOL 431, EPBI 431, and MPHP 431.

MPHP 432. Statistical Methods II (3)
Methods of analysis of variance, regression and analysis of quantitative data. Emphasis on computer solution of problems drawn from the biomedical sciences. Design of experiments, power of tests, and adequacy of models. Offered as BIOL 432, EPBI 432, and MPHP 432. Prereq: EPBI 431 or equivalent.

MPHP 433. Community Interventions and Program Evaluation (3)
This course prepares students to design, conduct, and assess community-based health interventions and program evaluation. Topics include assessment of need, evaluator/stakeholder relationship, process vs. outcome-based objectives, data collection, assessment of program objective achievement based on process and impact, cost-benefit analyses, and preparing the evaluation report to stakeholders. Recommended preparation: EPBI 490, EPBI 431, or MPHP 405. Offered as EPBI 433 and MPHP 433.

MPHP 439. Public Health Management and Policy (3)
This course will include a description of the health care system, an understanding of population based health care, concept and methods of health management, current issues in health policy and the application of these concepts using case studies. Topics will include the role of the manager, organizational design and control, professionals in organizations, adaptation and accountability. This is a required course in the M.P.H. degree. Grades will be based on class participation and a paper.

MPHP 442. Biostatistics II (3)
This course deals with the basic concepts and applications of nonparametric statistics. Topics will include distribution-free statistics, one sample rank test, the Mann-Whitney and Kruskal Wallis tests, one sample and two sample U-statistics, asymptotic relative efficiency of tests, distribution-free confidence intervals, point estimation and linear rank statistics. Recommended preparation: EPBI 441. Offered as EPBI 442 and MPHP 442.

MPHP 444. Sexuality, Public Health and the Law (3)
This course provides an overview of numerous issues that arise at the intersection of public health, sexuality, and the law. In the context of public health, these issues include the prevention of infectious disease transmission, the prevention of violence, and the protection of the public health. Legal issues include those related to individuals’ right to privacy, child custody, child abuse and neglect, and protection of the public.

MPHP 450. Clinical Trials and Intervention Studies (3)
Issues in the design, organization, and operation of randomized, controlled clinical trials and intervention studies. Emphasis on long-term multicenter trials. Topics include legal and ethical issues in the design; application of concepts of controls, masking, and randomization; steps required for quality data collection; monitoring for evidence of adverse or beneficial treatment effects; elements of organizational structure; sample size calculations and data analysis procedures; and common mistakes. Recommended preparation: EPBI 431 or consent of instructor. Offered as EPBI 450 and MPHP 450.

MPHP 451. Principles of Genetic Epidemiology (1 - 3)
A survey of the basic principles, concepts and methods of the discipline of genetic epidemiology, which focuses on the role of genetic factors in human disease and their interaction with environmental and cultural factors. Many important human disorders appear to exhibit a genetic component; hence the integrated approaches of genetic epidemiology bring together epidemiologic and human genetic perspectives in order to answer critical questions about human disease. Methods of inference based upon data from individuals, pairs of relatives, and pedigrees will be considered. The last third of the course (1 credit) is more statistical in nature. Offered as EPBI 451, GENE 451, and MPHP 451.

MPHP 456. Health Policy and Management Decisions (3)
This seminar course combines broad health care policy issue analysis with study of the implications for specific management decisions in organizations. This course is intended as an applied, practical course where the policy context is made relevant to the individual manager. Offered as HSMC 456 and MPHP 456.

MPHP 458. Statistical Methods for Clinical Trials (3)
This course will focus on special statistical methods and philosophical issues in the design and analysis of clinical trials. The emphasis will be on practically important issues that are typically not covered in standard biostatistics courses. Topics will include: randomization techniques, intent-to-treat analysis, analysis of compliance data, equivalency testing, surrogate endpoints, multiple comparisons, sequential testing, and Bayesian methods. Offered as EPBI 458 and MPHP 458.

MPHP 460. Health Research Methods I (3)
This is a course in research methods focusing on practical issues in the conduct of health services research studies. Topics include: an overview of health services research; ethics in health services research; proposal writing and funding; the relationship between theory and research; formulating research questions; specifying study design and study objectives; conceptualizing and defining variables; validity and reliability of measures; scale construction; operationalizing health research relevant variables using observation, self and other report, and secondary analysis; formatting questionnaires; developing analysis plans; choosing data collection methods; sampling techniques and sample size; carrying out studies; preparing data for analysis; and reporting of findings. Offered as EPBI 460 and MPHP 460.

MPHP 464. Obesity and Cancer: Views from Molecules to Health Policy (3)
This course will provide an overview of the components of energy balance (diet, physical activity, resting metabolic rate, dietary induced thermogenesis) and obesity, a consequence of long term positive energy balance, and various types of cancer. Following an overview of energy balance and epidemiological evidence for the obesity epidemic, the course will proceed with an introduction to the cellular and molecular biology of energy metabolism. Then, emerging research on biologically plausible connections and epidemiological associations between obesity and various types of cancer (e.g., colon, breast) will be presented. Finally, interventions targeted at decreasing obesity and improving quality of life in cancer patients will be discussed. The course will be cooperatively-taught by a transdisciplinary team of scientists engaged in research in energy balance and/or cancer. Didactic lectures will be combined with classroom discussion of readings. The paper assignment will involve application of course principles, lectures and readings. Offered as EBPI 464, MPHP 464.

MPHP 467. Cost-Effectiveness Analysis in Health Care (3)
Evaluation of alternative medical treatments and drug therapies. Topics include cost-benefit, cost-effectiveness and cost-utility analysis. Measuring cost, benefits and health outcomes. Quality of life and other measures of effectiveness will also be addressed. Emphasis on case studies, course project, and evaluation of publications. Some decision analysis and policy implications will also be included. Offered as EPBI 467 and MPHP 467.

MPHP 468. The Continual Improvement of Healthcare: An Interdisciplinary Course (3)
The focus of this course is on collaborative work for the benefit of patients and community. Seminar classwork is combined with a field project, in which interdisciplinary student teams apply what they have learned to the improvement activities of a local health care organization. Successful completion of the course depends on participation in seminar sessions and completion of the interdisciplinary student team project. Offered as EPBI 468, NURS 468, and MPHP 468.

MPHP 474. Principles of Practice-Based Network Research (3)
Practice-based research networks (PBRNs) are organizations of community-based healthcare practices that engage in clinical research and practice improvement. In the U.S., there are more than 100 of these dynamic, collaborative organizations that enable the translation of research into practice and practice into research. They also frequently engage in developing and refining methods to improve healthcare quality. This course is designed to provide students with a foundation in PBRN methods and principles, including: introduction to PBRNs, methods for collaborating with community practices, PBRN-building strategies, PBRN data collections methods, statistical issues in network research, community-based participatory research, human subjects’ protection issues in PBRNs, quality improvement research in PBRNs, funding for PBRN research, and writing PBRN research findings for publication. Each 2.5 hour class session will feature a lecture followed by a discussion of readings from the literature. Students will develop a PBRN research or quality improvement proposal during the semester. Offered as EBPI 474, FAMD 474, MPHP474.

MPHP 475. Management of Disasters Due to Nature, War, or Terror (3)
The purpose of this course is to make participants aware of the special needs of children and families in disaster situations and understand public health approaches to address these needs. The learning objectives for this course are: 1) Identify the most important problems and priorities for children in disaster situations, 2) Identify the organizations most frequently involved in providing assistance in disaster situations and define their roles and strengths, 3) Describe the reasons why children are among the most vulnerable in disaster events, 4) Conduct emergency nutritional assessments for children, 5) Develop health profiles on displaced children and plan interventions based on results, 6) Define common psychosocial issues of children and the means to address them, 7) List basic points of international law including the Geneva Convention that relate to all persons involved in disaster situations, 8) List important security issues, 9) Appreciate ethical issues involved in disaster situations and employ skills of cross cultural communication, 10) Recognize and respond to special issues for children involved in biological and chemical terrorist attacks.

MPHP 477. Internship at Health-Related Government Agencies (3)
This independent study course will incorporate a one-semester-long internship at health-related government agencies (Ohio Department of Health, Ohio Department of Job and Family Services, or Cleveland City Health Department). The choice of the agency will depend on the student’s academic interests and research goals. The objective is to develop a level of familiarity with the organizational and operational aspects of such agencies, and to gain an understanding of agencies’ and bureaus’ interactions with the legislative body, as well as the processes of developing, implementing, managing, and monitoring health initiative. The instructor and the liaison persons at the agencies will be responsible for planning structured encounters of interns with key administrators and policy makers, and to select a research project, based on the intern’s research interests and the agencies’ research priorities. Interns will be required to submit a draft of the report to the instructor at the end of the semester. The approved, final report will be submitted to the agency. The project will be evaluated for its methodological soundness and rigor. Students will be required to be at the agency one day a week. Recommended preparation: EPBI 515. Offered as EPBI 477 and MPHP 477.

MPHP 484. Geographic Medicine and Epidemiology (1 - 3)
This course focuses on the epidemiology, prevention, treatment, and control of tropical and parasitic diseases. Emphasis will be placed on the triad of agent, host, and environment for infectious disease impacting global health. Three distinct modules will focus on specific examples such as malaria, helminths, bacteria, or viruses. Active class participation is required through discussions, case studies, and group projects. Recommended preparation: EPBI 490, EPBI 491 and a microbiology course or consent of instructor. Offered as EPBI 484, INTH 484, and MPHP 484.

MPHP 485. Adolescent Development (3)
Adolescent Development can be viewed as the overriding framework for approaching disease prevention and health promotion for this age group. This course will review the developmental tasks of adolescence and identify the impact of adolescent development on youth risk behaviors. It will build a conceptual and theoretical framework through which to address and change adolescent behavior to promote health. Offered as ADHT 485 and MPHP 485.

MPHP 488. Gender, Ethnicity, and Health Research (3)
This course is designed to acquaint students with the literature addressing the constructs of race, ethnicity, gender and social class; to examine critically the contexts in which these constructs are often applied; and to assess the relationship between each of these constructs and access to health care, quality of care, and health outcome. Offered as EPBI 488 and MPHP 488.

MPHP 490. Epidemiology: Introduction to Theory and Methods (3)
Epidemiologic principles and methods needed to understand population-based statements of illness and health. Descriptive epidemiology, analytic epidemiology, and epidemiologic inference. Classification, morbidity and mortality rates, sampling, screening, epidemiologic models, field trials, controlled epidemiologic surveys, sources of bias, and causal models. Recommended preparation: STAT 201 or STAT 207 or STAT 312 or equivalent. Offered as EPBI 490 and MPHP 490.

MPHP 491. Epidemiology: Case-Control Study Design and Analysis (3)
This course builds upon EPBI 490 with a comprehensive study of the concepts, principles, and methods of epidemiologic research. The course content specifically focuses on the case-control study design and provides a framework for the design, analysis, and interpretation of case-control studies. Rigorous problem-centered training includes exposure measurement, subject selection, validity, reliability, sample size and power, effect modification, confounding, bias, risk assessment, matching, and logistic regression. Individual and group data projects will be analyzed using SAS statistical software. Offered as EPBI 491 and MPHP 491.

MPHP 492. Epidemiology: Cohort Study Design and Analysis (3)
This course provides a comprehensive introduction to the cohort study. Particular emphasis is placed on cohort study design and cohort data analysis. The course will cover the conceptual framework underlying cohort studies, planning and conducting a cohort study, basic concepts of time, exposure and outcome, and methods in the analysis of longitudinally collected data. Analytic methods covered in the class include, but are not limited to: analysis of age, period, and cohort effects, analysis of incidence rates, analysis of repeated measures, and analysis of time-to-event data. Students will have the opportunity to conduct analysis of data obtained from an actual cohort study using a statistical package of their choice. Offered as EPBI 492 and MPHP 492.Prereq: EPBI 431 and EPBI 490 or equivalent.

MPHP 493. Chronic Disease Epidemiology (3)
This course is intended for graduate students in epidemiology and M.P.H. students who are interested in chronic disease epidemiology and prevention. The course will cover: 1) overview of concepts in chronic disease epidemiology and etiology, study design in epidemiologic research, and causal inference; 2) major chronic diseases in the U.S. populations and prevention; and 3) cancer screening. For each specific disease of interest, the lecture is structured according to 4 major components: 1) basic epidemiology; 2) risk factors and etiology; 3) prevention (and screening); and 4) controversies and future research. Offered as EPBI 493 and MPHP 493. Prereq: EPBI 490 or equivalent.

MPHP 494. Infectious Disease Epidemiology (1 - 3)
The epidemiology, prevention and control of representative infectious disease models. Emphasis on the triad of agent, host, and environment and the molecular and genetic basis of agent and host interaction in the population. Recommended preparation: EPBI 490, EPBI 491, and a microbiology course or consent of instructor. Offered as EPBI 494, INTH 494, and MPHP 494.

MPHP 495. Mental Health Epidemiology (3)
This course explores the epidemiology of diseases affecting the brain, including various forms of mental illness and neuro logical disorders. The course utilizes a cross- disciplinary approach and draws on science, sociology, history, and. Offered as EPBI 495 and MPHP 495.

MPHP 499. Independent Study (1 - 18 )

MPHP 501. Graduate Seminar (0)
Students and faculty will meet twice a month to listen to local faculty and national researchers and discuss their current work. The students are encouraged to ask questions and challenge the speakers. Some of the talks will offer CME credits. Offered as EPBI 501 and MPHP 501.

MPHP 502. International Health Practice (3)
This course aims to provide practical knowledge to prepare students to serve and study for international health work particularly in complex humanitarian emergencies. The course is organized and discussed from the perspective of health care professional. This course is intended for graduate-level students in medicine, nursing, public health, social work, and medical anthropology. Historical development of the discipline, key methodological issues, and essential principles in key topics will be discussed in multidisciplinary approach. Offered as FAMD 502 and MPHP 502.

MPHP 506. The Future of Public Health (0 - 3)
This course provides a forum for students to examine topics critical to the future of public health in a structured and progressive format. Utilizing the expertise of public health practitioners, students will gain insight into core public health issues in an interdisciplinary, discussion-oriented seminar. The course begins with an introduction to Informatics, Technology, Leadership, and Communication in Public Health then moves to focused examinations of various methodologies, theories, and approaches used in the field. This foundation informs the final third of the semester, during which ethical issues, policy concerns, and specific topics are critically examined. The major class projects include the development of an electronic portfolio, relevant topic presentations and discussions.

MPHP 507. Building a Public Health Capstone (0 - 3)
This course is designed to walk students through the process of creating a Capstone Project, form “idea to field”. Specific topics to be covered include: identifying a project, creating a project plan, how to effectively work in the community, program design, evaluation, ethical issues in community research, creating an analytic plan, survey design, and writing results. Major class projects include completing an IRB application or completing a grant application for your own project. The last two weeks of class center around attending and discussing the Capstone Presentations of graduating students.

MPHP 508. Ethics, Law, and Epidemiology (3)
This course is designed to provide epidemiology students with basic knowledge about the ethical and legal principles underlying epidemiological research. This is not a public health law class. Issue papers are assigned on a weekly basis. Each issue paper requires that the student analyze the situation depicted and apply the principles learned. Some issue papers may require that the student draft a proposed rule, a portion of legislation, or a document such as an informed consent form. Other exercises may require that students critique an existing agency rule or legislation. Offered as EPBI 508 and MPHP 508. Prereq: EPBI 490 and EPBI 491 or equivalent.

MPHP 510. Health Disparities (3)
This course aims to provide theoretical and application tools for students from many disciplinary backgrounds to conduct research and develop interventions to reduce health disparities. The course will be situated contextually within the historical record of the United States, reviewing social, political, economic, cultural, legal, and ethical theories related to disparities in general, with a central focus on health disparities. Several frameworks regarding health disparities will be used for investigating and discussing the empirical evidence on disparities among other subgroups (e.g., the poor, women, uninsured, disabled, and non-English speaking populations) will also be included and discussed. Students will be expected to develop a research proposal (observational, clinical, and/or intervention) rooted in their disciplinary background that will incorporate materials from the various perspectives presented throughout the course, with the objective of developing and reinforcing a more comprehensive approach to current practices within their fields. Offered as CRSP 510, EPBI 510, MPHP 510, NURS 510, and SASS 510.

MPHP 532. Health Care Information Systems (3)
This course covers concepts, techniques and technologies for providing information systems to enhance the effectiveness and efficiency of health care organizations. Offered as HSMC 432, MIDS 432, and MPHP 532.

MPHP 652. Public Health Capstone Experience (1 - 9)
The Public Health Capstone Experience consists of a public health field practicum, involving a placement at a community-based field site, and a Master’s essay. The field placement will provide students with the opportunity to apply the knowledge and skills acquired through their Master of Public Health academic program to a problem involving the health of the community. Students will learn to communicate with target groups in an effective manner; to order priorities for major projects according to definable criteria; to use computers for specific applications relevant to public health; to identify ethical, social, and cultural issues relating to public health policies, research, and interventions; to identify the process by which decisions are made within the agency or organization; and to identify and coordinate use of resources at the placement site. The Master’s essay represents the culminating experience required for the degree program and may take the form of a research thesis, an evaluation study, or an intervention study. Each student is required to formally present the experience and research findings. This course is available only to Master of Public Health students.


MSTP 400. Research Rotation in Medical Scientist Training Program (0 - 9)
All students must complete research rotations in a minimum of three different MSTP-approved laboratories and submit rotation reports and rotation evaluations for each to the MSTP office. All three of the rotations must be completed before the beginning of each student’s third year of the program. The main purpose of research rotations is to aid the student in selecting a laboratory for their thesis work.

M.D./D.M.D. Program

The joint degree DMD/MD program of the Case Western Reserve University School of Dental Medicine and School of Medicine is poised as an innovative approach to satisfy the need for creation of a cadre of uniquely trained individuals who will integrate aspects of primary care into the practice of general dentistry. Students will obtain training in both the fields of medicine and dentistry in a five-year integrated training program that will lead to the DMD and MD degrees. This new joint degree program will address the emerging requirement for health professions students to be broadly trained with an extensive perspective of health and disease. As the associations between oral health and systemic health become clearer, the role of these new health care practitioners of tomorrow will emerge to provide health promotion and disease prevention care in a new framework.

Prospective students of this new innovative program are interested in the health professions using a more broadly defined context, are independent thinkers, and have excelled in baccalaureate programs in the sciences. A pioneering spirit will characterize their motivation. Students will be prepared to sit for the clinical licensure examination leading to the practice of dentistry and for post-graduate, year-one residencies in medicine which are required prior to medical licensure at the end of five years.



This program, offered in conjunction with Case Western Reserve University School of Law, may be completed in six years. The J.D. portion requires the completion of 88 credit hours of study. Admission is through the School of Medicine and the School of Law. For more information about the J.D. portion of the program, visit http://law.case.edu/academic, call the law school admissions office at 216-368-3600 or 800-756-0036, or e-mail lawadmissions@case.edu.

M.D./M.A. in Bioethics

The 27-credit-hour Master of Arts in bioethics program, including a 12-hour foundations course taken during the first year of medical school, emphasizes the interdisciplinary and interprofessional nature of the field. It is designed to provide advance training in bioethics for those who anticipate encountering ethical issues in the course of their primary careers. Medical school students complete the bioethics program while pursuing their medical degrees; no additional time is required. Admission for the master’s degree portion is through the Case Western Reserve University School of Graduate Studies. For more information, visit http://www.case.edu/med/bioethics/masmenu.htm, call 216-368-6196, or e-mail bioethics@case.edu.

PH.D. in Bioethics

Case Western Reserve University is one of only two universities in the country to offer a pure bioethics doctorate program in addition to its master’s and joint degree programs with medicine, nursing, law and genetics. Admission to the Ph.D. program is through the Case Western Reserve University School of Graduate Studies. For more information, please contact the Department of Bioethics at 216-368-6196, e-mail bioethics@case.edu, or see http://www.case.edu/med/bioethics/bioethics.htm on the Web.

PH.D. in Genetics/M.A. In Bioethics

The rapid pace of human genetic research has led to an ever-increasing number of complex ethical issues, making the need for combined training in genetics and bioethics more critical. This is the first joint degree program in Ohio to address this need.

The master of arts in bioethics degree program is a 27-credit-hour program. Required courses include a 12-hour foundations course, a three-credit-hour clinical ethics rotation, and 12 hours of electives. Admission to the master’s degree portion is through the Case Western Reserve University School of Graduate Studies Admission to the Ph.D. in genetics program is a separate process.

For more information, please contact the Department of Bioethics at 216-368-6196, e-mail bioethics@case.edu, or see http://www.case.edu/med/bioethics/bioethics.htm on the Web.


This program, is offered in conjunction with Case Western Reserve University Weatherhead School of Management. For more information, visit http://weatherhead.case.edu/mba/jointDegree/joint_mbaMd.cfm on the Web, call the management school’s admissions office at 216-368-2030 or 800-723-0203, or e-mail questions@exchange.som.case.edu.

M.D./M.S. in Applied Anatomy

The core curriculum of this 30-hour, non-thesis master of science master of science in applied anatomy degree program integrates aspects of modern molecular biochemistry, cell biology and physiology with the traditional aspects of anatomical structure and nomenclature of cells, tissues and organs. Electives allow students to pursue individual interests in special areas of research and health care. The program is excellent preparation for those preparing for biomedical careers or those planning to pursue a Ph.D. A thesis option is available.
For more information, visit http://case.edu/med/anatomy/msmd.html, call 216-368-2433, or e-mail mxs86@case.edu.

M.D./PH.D. in Health Policy and Health Services Research

This program prepares students for careers in academic medicine, health policy, public health, and/or health care management. An important area of focus within this training program is methods and issues in study design that pertain to research examining the health and health care problems of urban and vulnerable populations.
Application to and acceptance in the Ph.D. program in Health Policy/Health Services Research follows admission to the School of Medicine. Dual-degree students are fully integrated with graduate students in other tracks within the Department of Epidemiology and Biostatistics. Dual-degree students typically complete the Ph.D. coursework and the dissertation requirement by their end of their fifth year after matriculation, with the M.D. awarded at the end of the seventh year. Support for tuition and a stipend is available for a limited number of students each year.
For more information, see http://epbiwww.case.edu/hsr.html or contact the departmental coordinator for Graduate Studies, Ms. Alicia Boscarello at 216-368-5957 or by e-mail at alicia.boscarello@case.edu.

Physician-Engineer Training Program (PETP)

The Physician-Engineer Training Program (PETP) is a dual-degree program leading to an M.D. and a Ph.D. in biomedical engineering. The total program takes seven to eight years to complete. Students receive full financial support throughout the entire program. This includes all tuition costs, health service fees, computer fees and an annual stipend.

For more information, see http://bme.case.edu/petp/; write PETP Admissions, Case Western Reserve University, 10900 Euclid Avenue, Cleveland, Ohio 44106-7207; phone 216-368-4094; or e-mail axb127@case.edu or ywc3@case.edu.