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Required Courses – Core Curriculum
GSGH 510 – Global Health Discussion Series (1 credit each over 2 quarters)
Each session in the series will have a thematic frame that guides facilitated discussion. Themes will be recommended by students and participating faculty. Formats might include: presentations, showing and discussion of a documentary, discussion of a news report, discussion of a book chapter or article, or attending a special campus speaker’s presentation or event. Students will present their proposed projects in this forum for feedback from other students and faculty.
GSGH 511 – Foundations in Global Health (3 credits)
This course introduces students to key global health topics and issues. Each week students are exposed to different social, economic, political and environmental factors that affect global health. Students explore global health organizations and major players in global health. Focus is on interventions that address health disparities, social justice and low-income settings; students learn to appraise global health problems and suggest innovative solutions. At the end of the course, students will be able to identify key global health questions and suggest projects to address these questions.
GSGH 512 – Global Health Practicum (1 credit)
Students work with a mentor to identify a global health question or problem to address, propose a project, develop a plan including learning outcomes, identify collaborators, and prepare for the fieldwork component of the program. Students also work with a local organization to develop skill sets that will be used during their fieldwork.
GSGH 521 – Social and Behavioral Foundations of Health (2 credits)
This course provides students with an introduction to social and behavioral science issues that influence patterns of health and healthcare delivery. Students will explore biomedical, social, psychological and behavioral factors that must be taken into consideration when global health initiatives are developed, implemented and evaluated. Course materials highlight the integration of research from the social and behavioral sciences with epidemiology and biomedical sciences. A community-based participatory approach to understanding community needs is emphasized, and upon completion of this course, students will be able to propose viable public health research questions and conduct a needs assessment informed by determinants of health relevant to a particular geographical region.
GSGH 522 – Global Health Seminar (2 credits)
This course examines global health issues through journal and news articles, and discusses challenges to practicing medicine and targeting research to different areas. Experts in global health from various medical backgrounds bring their perspectives to international health policy and medicine.
GSGH 523 – Global Health Programs: Design and Evaluation (2 credits)
This course builds on concepts and skills learned in Social and Behavioral Foundations of Health, and will provide students with an understanding of the fundamentals of program design and evaluation of public health programs, global health programs, policies, and other types of interventions. Students will gain skills in framing and modifying a priori evaluation questions, and disseminating results and recommendations. Class format includes lecture, discussion and small group exercises. For their final project, students will design and write an evaluation plan in the format of a proposal for funding. Prerequisite: GSGH 521
GSGH 630 – Fieldwork (8 credits)
Students will conduct a project in the field with a nonprofit, university or community group. Students will be responsible for conducting the project and evaluating it. They will complete weekly reflections on the process. At the end of the quarter, students will present their project to the global health faculty in a conference format.
GSGH 705 – Biostatistics – Secondary Data Analysis (3 credits)
Secondary Data Analysis builds off the foundation of Biostatistics I (RES 600), presenting an advanced understanding and the practical implementation of statistical methods in data analysis. This course will use the software package SPSS to calculate statistics from raw data, focusing on techniques that are particularly applicable to analysis of secondary data sets, as well as meta-analysis of published results.
GSGH 831 – International Travel Skills (1 credit)
This course trains students in essential travel skills needed when traveling, living, working or volunteering in a global health context. Topics include travel logistics and safety and health for the tourist, student, volunteer and working traveler.
RES 502 – Principles of Epidemiology (3 credits)
Concepts in epidemiology, such as multivariate causality, relative risk, odds ratio, sampling error and different types of bias (selection, information, definition biases), and confounding factors will be introduced and applied to integrative medicine. Students discuss study designs, survey and sample selection, cross-sectional, cohort, case-control; prospective and retrospective designs will be discussed from the epidemiological and integrative medicine perspective. A review and discussion of current literature will be used in the class to highlight epidemiological issues.
RES 600 – Biostatistics I (2 credits)
This course covers different statistical designs, concepts and procedures that are commonly used in clinical and integrative medicine research. This will also equip students to understand the statistical rationale and analysis presented in medical literature. They will be introduced to basic concepts of probability, random variation and common statistical probability distributions, and understand the roles of descriptive versus inferential statistics. They will also understand the different statistical designs, concepts and analysis.
RES 601 – Biostatistics II (3 credits)
In this advanced course, students will learn techniques appropriate for handling a single outcome variable and multiple predictors. They will also develop skills in the use of appropriate statistical procedures for estimation and inference, according to underlying assumptions and type of study design. The interpretation of statistical analysis and understanding the limitations of the data and its consequences will be discussed. The other component of this course includes the developing of basic skills for analyzing data using statistical computing software packages. \
RES 630 – Public Health Policy (2 credits)
Students explore the role of policy in public health and examine government responses to public health issues. Various topics related to healthcare access, environmental health and integrative medicine are discussed, with emphasis on current national and international issues.
At least half of the 14 required elective credits for the MScGH degree must be taken from courses designated as counting toward the program. The remainder may come from any approved graduate-level elective course offered at NUNM, as long as course prerequisites are met.
GSGH 703E – Maternal and Child Health (2 credits)
This class focuses on improving the health of mothers, children, youth and families, including socially vulnerable populations, and the environments and policies that affect their well-being. Students learn of nonprofit organizations, research organizations, public health agencies and healthcare organizations that focus on maternal and child health.
GSGH 704E – Leadership Development (2 credits)
This course prepares students for leadership positions by combining leadership skills with population-level knowledge and cross-cultural sensitivity. Students learn leadership theory and styles, identify their own style, and build their leadership skills.
GSGH 706E – Conferences in Global Health (2 credits)
Students attend one conference in global health, or at least 10 hours of global health seminars locally. A reflective paper summarizing the experience is required.
GSGH 707E – Qualitative Data Analysis and Mixed-Methods Research (2 credits)
This course introduces students to the field of qualitative research and provides them with the skills, techniques and knowledge necessary to conduct mixed-methods research. Students will learn to conduct interviews and focus groups, and gain additional experience with participant observation and archival research. A mixed-methods approach will demonstrate how qualitative and quantitative data can be combined to more fully answer a research question or inform a study design. By the end of this class, students will be able to design and critically evaluate mixed-methods studies to answer a specific research question.
GSGH 708E – Ethnography (2 credits)
Research is a craft requiring methods fitted to each researcher’s unique research situation and questions. This seminar on the craft of research will consider a mix of (a) conceptual issues, such as what is distinctive to the anthropological practice of ethnography, and (b) practical and ethical challenges of fieldwork, including obtaining research permission, choosing where to stay, presenting one’s research to the community, reciprocating assistance, anticipating and mitigating research risks, selecting proper equipment, budgeting money and time, negotiating conflicts and power dynamics, recording and transcribing, and preparing to write.
GSGH 710E – Medical Anthropology (2 credits)
Medical anthropology compares different cultures’ ideas about illness and curing. Although disease is a concept referring to a pathological condition of the body in which functioning is disturbed, illness is a cultural concept: a condition marked by deviation from what is considered a normal, healthy state. Treatment of illness in Western industrial societies focuses on curing specific diseased organs or controlling a specific virus. In many so-called “traditional” societies, greater emphasis is placed on the social and psychological dimensions of illness. In this course students will learn that different cultures, even in the U.S., have different ways to talk about illness, and that the American medical community is at times as “culture bound” as anywhere. “Science” does not stand outside culture. This course will explore traditional healers, shamans and witch doctors, as well as conventional biomedical physicians.
GSGH 715E – Non-Communicable Diseases (2 credits)
This course provides an overview of recent epidemiological trends in non-communicable diseases (NCDs) in a global health context. The focus of this course is on the four major non-communicable disease categories (cardiovascular, oncologic, diabetic and pulmonary), public policy, surveillance and monitoring systems of NCDs in developing countries, and cultural considerations relating to policy acceptance and behavior change.
GSGH 716E – Community Health Assessment (2 credits)
This course introduces students to community teams around the globe that develop health action plans. Through case studies, students will learn how community team members can create sustainable, community-based improvements that address the root causes of chronic disease and related risk factors. Students will learn to assess and prioritize areas of improvement for existing community health programs, as well as how to assess policy and create strategies for future efforts.
GSGH 717E – Psychology of Connection (2 credits)
This course examines concepts, theories and research in the subject of human connection as related to global health and healing arts professions. Special attention is given to practices aimed at increasing student capacity for connection in the context of their intended work and to cross-cultural dialogue and experience.
GSGH 821E – Tanzania Global Health Experience (6 credits)
This course is a three-week cultural immersion trip with a focus on examining the healthcare system in Tanzania. Students will have the opportunity to visit and stay in remote villages to learn about life and medicine in rural areas, observe in various urban and rural clinical settings, learn about traditional medicine, and provide public health education. Itinerary-specific trip fee applies.
GSGH 832E – Thailand Global Health Experience (4 credits)
This course is a 10-day global health experience trip in Northern Thailand with coursework focusing on Thai-vedic medicine (traditional Thai medicine), including Thai cooking, herbal medicine, Thai massage and self-care. There are options to receive certification in Thai massage and for additional study in Thai-vedic medicine, yoga, meditation and movement classes. Students also participate in activities such as visits to organic farms, hot springs, conservation camps, and other cultural and historic sites. Itinerary-specific trip fee applies.
GSGH 833E – Nicaragua Global Health Experience (5 credits)
This course is a 10-day global health experience in Southern Nicaragua. The course will cover topics in globalization, global health, cultural humility, clinical service in under-resourced settings, and working with local women’s empowerment groups and campesino farmers. Students will work with the nonprofit organization Natural Doctors International, shadowing a variety of CAM providers in an integrative naturopathic clinic. For students in clinical programs (ND, MSOM, DSOM), the 28 hours of clinical shadowing may be applied toward preceptor hours. Itinerary-specific trip fee applies.
GSGH 834E – Argentina Global Health Experience (4 credits)
Students learn about the political history of Argentina, gain awareness of Argentina’s health system and health organizations operating in country, and understand how culture and sociopolitical systems impact current health. Prevalent health issues and public health challenges are discussed. Experiential opportunities allow students to explore traditional Argentine culture and observe aspects of its health system. The course also explores the use of complementary and alternative medicine therapies in Argentina and surrounding countries. Itinerary-specific trip fee applies.
GSGH 835E – Ghana Global Health Experience: Summer (6 credits)
GSGH 836E – Ghana Global Health Experience: Winter (4 credits)
This course is a global health experience trip in Ghana, West Africa. The coursework will cover topics in globalization, natural childbirth, maternal and child health, cultural humility, West African herbalism, clinical services in an international setting, and working with local NGOs to empower and educate rural Ghanaian women. For students in clinical programs (ND, MSOM, DSOM), clinical shadowing hours may be applied toward preceptorship hours or community education with prior approval. Trip length and course credits vary by season. Itinerary-specific trip fee applies.
GSGH 841E – Introduction to International Public Health (2 credits)
This course provides a daily discussion of public health initiatives with international relevance. It addresses childhood nutrition programs, maternal survival programs, environmental studies, refugee health, water systems and safe water, food systems and health education.
GSGH 842E – Introduction to Tropical Disease (2 credits)
This course provides a basic overview of tropical disease in developing nations. Students differentiate between the microbiology, pathology and clinical symptoms of different microbes. Students are exposed to conventional and natural treatments for each disease.
GSGH 844E – Taos Self Care Retreat (2 credits)
This course is a self-care retreat for students in Taos, New Mexico. An additional day is optional for those who would like to explore the Taos area. Each day will consist of self-care classes in a workshop format with a combination of lecture, discussion and practice on the following subjects: movement and meditation, balneotherapy, nutrition, mind-body medicine and medical spa treatments. There will also be a basic introduction to the concepts of geographic/ environmental medicine. Itinerary-specific trip fee applies.
RES 510 – Introduction to Integrative Medicine (2 credits)
The field of integrative medicine involves many complex disciplines. This course explains the basic philosophies and practices of Ayurveda, Chinese medicine, naturopathic medicine, homeopathy, shamanic healing and other integrative medicine practices.
RES 611E – Grant Writing (2 credits)
This course teaches students to draw together their skills in communication, problem-solving and critical thinking in order to write high-quality grant proposals. Students are introduced to types of grants, as well as the process of submitting a grant to NIH and other potential funding sources. Students will write an NIH-level grant and participate in a mock study section review.