Curriculum

Curriculum Image

The Yale NCSP curriculum is designed to enable Scholars to develop translational research skills and take an active role in bringing about positive change in health care for individuals, organizations, and communities. Rather than participating in classes primarily designed for students at Schools of Public Health or Policy, Yale's curriculum is specifically designed for NCSP Scholars. The curriculum is focused on four core areas of study, and supplemented with a number of complementary seminars and skill building opportunities. All courses and seminars are conducted in a small group setting that encourages Scholar interaction with faculty and guest speakers. Upon successful completion of the curriculum and a thesis requirement, Scholars are awarded a Master of Health Sciences (MHS) degree from Yale University.

Core Courses:

  • Biostatistics: This curriculum is designed for clinicians with no prior training in statistics. At the end of the year, Scholars will: 1) understand the intuition behind the core quantitative methods used in medicine, public health, health care, and health policy research; 2) understand a variety of advanced statistical methods and the problems they solve; 3) be able to choose appropriate statistical methods to answer substantive research questions; 4) build sensible statistical models of association; 5) use software to manage data and apply both the basic and advanced methods covered; 6) present results of statistical analysis in tables and figures; and 7) digest and critique modern quantitative research.
  • Clinical and Health Services Research Methods: The Quantitative Methods portion of the curriculum is designed to build expertise in quantitative research methods. At the completion of the course, Scholars will be able to: 1) calculate and interpret epidemiologic parameters; 2) identify the strengths and weaknesses of experimental and observational study designs; 3) understand the implications of various methodological approaches for the internal and external validity of a study; 4) provide a rigorous critique of epidemiologic studies in terms of their methods, potential sources of bias, and the conclusions drawn; and 5) apply the principles and methods of epidemiology to the design and analysis of new studies. The Qualitative Methods portion of the curriculum is focused on qualitative social research in public health and medicine. At the completion of the course, Scholars will be able to: 1) critically analyze the philosophy, purpose, strengths and limitations of qualitative and mixed methods research approaches; 2) conceptualize and design qualitative or mixed methods studies; 3) assess the rigor of empirical research using qualitative and mixed methods; 4) identify multiple approaches for integrating qualitative and quantitative methods; and 5) understand the role of software in qualitative analysis and basic procedures in Atlas.ti.
  • Principles of Health Policy and Management (PHPM): The two-year health policy curriculum is designed for physicians with no health policy experience to learn the major tenets of health policy, health economics, and health management. At the end of the course, Scholars will be able to: 1) describe major components of healthcare delivery, financing and regulatory systems in the US; 2) describe the policy and or management implications of their own research; 3) identify health policy and management levers of change to increase translation and impact of their own research into clinical practice; and 4) understand national, state, and local health policy issues. The purpose of the curriculum is to equip Scholars with the policy knowledge and understanding to ensure their research efforts are targeted to have the greatest potential impact for patients by directly influencing policy makers. For Scholars with greater policy interests, opportunities will be provided to engage with leaders through externships.
  • Foundations in Community Engaged Research: Scholars will learn the principles and practices of community engagement, including working with local leaders to collaboratively assess community health priorities and exploring ways to address these priorities. Scholars also have the opportunity to engage in a community-based participatory research (CBPR) project, partnering with local community organizations or healthcare providers or payers to conduct research in accordance with the specific interests of the Scholar and community stakeholders. At the completion of the course, all participants will be able to: 1) describe the etiology and implications of social determinants of health; 2) have a working definition of population health and how it applies to health equity and community-engaged research; 3) have strategies to address health inequities and challenges in health equity measurement; 4) assess community health and community assets, using primary and secondary data; 5) apply program management skills in their research and work including designing viable work plans and budgets; 6) draft process and summative evaluations of community health programs; 7) describe principles of community-based participatory research (CBPR) and understand its use in assessment, planning, and evaluative research; and 8) apply the principles of CBPR (using quantitative and qualitative methods) to case studies and their own work. 

Complementary Courses & Seminars:

  • Interpersonal Relationships & Leadership in the Workplace
  • Seminars in Health Policy and Delivery (SHPD)
  • Ideas, Presentations, Analyses, and Dissemination Seminar (IPAD)
  • Writing workshops, including op-ed training
  • Group mentor breakfasts
  • Research Tracks
  • Healthcare Leadership Externship (optional)
  • Summer Health Policy Internship (optional)
  • Teaching opportunities at the Schools of Medicine and/or Public Health (optional)