Master of Health Science Information Session - January 2024

January 23, 2024

This video is a recording of an informational session about the two-year Master of Health Science degree program. It includes details about each track, the application process and tuition costs.

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00:00The purpose of this informational
00:02session is really to give a
00:04high level overview of the new
00:06structure for the MHS program.
00:08And it's important to know that
00:10what we're presenting today
00:11is for the professional MHSS.
00:13So this is for the folks who
00:17have already completed their
00:19MD or or PhD and are doing the
00:21stand alone two year MHS.
00:25You can go ahead.
00:31I'm going to give just a very
00:33high level overview of the
00:36structure of the program overall,
00:37and then hand it off to our track
00:41leaders to give an additional short
00:43overview of their specific tracks.
00:46In the new MHS structure,
00:49the applicants will apply to a
00:52specific track that aligns with
00:53their academic and and career goals,
00:56and the tracks are the Advanced Health
00:59Sciences Research track led by Carrie Gross,
01:01Clinical Informatics and Data
01:03Science led by Cynthia Brandt,
01:05clinical Investigation led by Roy Herbst,
01:08and Medical Education led by Janet Haffler.
01:16Regardless of the track,
01:17there are some common elements that provide
01:20the sort of the backbone and the core of
01:22the Masters of Health Sciences program.
01:25The program is now open to trainees
01:27that hold professional degrees,
01:29so not just M, DS, but pH,
01:31DS or or other doctoral level degrees.
01:34And there's a central admissions
01:36process to the MHS program overall
01:39and then you'll be sort of you'll
01:42apply to the within that process to
01:44the track that you're interested in.
01:46The MHS, as I mentioned,
01:47is a two year degree.
01:50The courses are specific for the track
01:53to really align with the the programmatic
01:56goals of training in each track.
01:58But they'll be a 30 course hour requirement,
02:02which generally translates to
02:03somewhere in the order of seven
02:06courses or course equivalents.
02:08And you'll see that later on in
02:10the presentation that sometimes
02:11there are fewer course names,
02:12but they're longer, more intensive courses.
02:16Also, during those two years,
02:17you'll be expected to do
02:20thesis research for credit.
02:23You'll also have a mentorship committee.
02:25You'll have a a lead mentor and then
02:27other members of your mentorship committee
02:29and be expected to meet with those
02:31mentors periodically to ensure progress.
02:33The track leaders will also be overseeing
02:35progress in the in the program,
02:37you'll have both track level support
02:39as well as your mentor level support.
02:42And then as I mentioned,
02:43there's a thesis and research
02:45requirement for each track
02:49to enroll in the MHS,
02:50you need some protected
02:51time to complete a degree.
02:53And so within the research tracks,
02:56there's a minimum of 50% protected
02:58time for the degree program.
03:01And some who are funded federally
03:04during training grants will have
03:06higher amounts of protected time.
03:07So it's important to have compliance
03:10with the funding sources and there's
03:12a minimum of 35% protected time
03:14for the medical education pathway.
03:18Also common across the tracks will be
03:20core competencies in Biostatistics,
03:22ethics and regulatory
03:23affairs and research methods.
03:25And then there'll be a longitudinal
03:27interdisciplinary seminar
03:28series that brings all the
03:30tracks together to share ideas,
03:33create cross fertilization of
03:34research methods and really
03:36created a cohort of our future
03:38research and educational leaders.
03:43I'm going to hand it off to Carrie to
03:46talk about the HSR pathway. Greetings,
03:49everyone. Yeah, I'm Carrie Gross.
03:51I'm a general internist and I lead a
03:55separate fellowship program which is called
03:57the National Clinician Scholars Program.
04:00As you see it's named at the bottom here.
04:03This AHSR curriculum arose from the
04:08this long standing NCSP curriculum.
04:12So basically, the trainees who opt for
04:16this AHSR track or advanced Health
04:18Sciences research track take many of
04:21the same classes as the NCSP fellows.
04:23Although that is a different and
04:26distinct program, the AHSR curriculum,
04:28it's a terrific opportunity for
04:31people who are interested in
04:34outcomes and effectiveness research.
04:35Many of our trainees have a strong
04:38interest in community engagement,
04:40health policy or clinical outcomes
04:44research with the these days are very
04:47strong focus on on HealthEquity as
04:50well with the underlying objective of
04:54improving health and in healthcare Next.
05:00So the coursework for the this
05:07MHSASAHSR pathway,
05:08sorry for all these acronyms,
05:11involves pretty intense
05:13Biostatistics training.
05:14So that's in in the year 1.
05:17Biostats, which includes a lab
05:20session is in all three periods,
05:23the summer, fall and spring.
05:26And then in year two there is
05:29no biostats intense curriculum.
05:31We have a quantitative and
05:34qualitative research method
05:36which is throughout year one,
05:38a short course on principles
05:41of health policy and management
05:43just in the summer of year one,
05:45just to provide a basic framework
05:47of how our health system works,
05:50going through the public and
05:51private sector to understand the
05:53context within which we're working.
05:56We have another class that we're
05:58really proud of which is called the
06:01Foundations of Community Engaged Research,
06:03which has been a core element of
06:05the Scholars Program over the years.
06:07We're the trainees really learn how
06:11to identify stakeholders who are
06:16ideally can help you to identify
06:19important questions and eventually can
06:22become collaborators on the research.
06:24And really,
06:25this gets at the issue of if you
06:26think about when you're setting
06:27out to do a research project,
06:29one of the most challenging questions
06:31that you asked is The Who cares question.
06:33Why is this important?
06:35So this idea of community engaged
06:37research is to try to help us,
06:39to help to provide provide tools
06:42to better engage stakeholders,
06:44whether those be community members
06:46or patients who suffer from a
06:49specific condition or disease.
06:50To help inform the researcher and
06:52partner with the research team in
06:55ensuring that the results of the
06:57research are clinically actionable.
06:59And finally, yeah, as Lauren mentioned,
07:02mentor mentored research project
07:03which will culminate in a thesis.
07:11Hey, nice to talk to you.
07:14Thanks for your interest.
07:15Cindy Brandt and clinical
07:17informatics and data science.
07:19And this particular track
07:21has been going for some time,
07:24but we are now adding more courses with our
07:28new soon to be department in what is IT?
07:32Biomedical Informatics and Data Science.
07:34And our new chair is Lucilla Onomochata
07:37and it's it is designed for fellows
07:41and students who want to gain a skill
07:44set in informatics and data science.
07:45And also we're building courses in
07:49AI and medicine as the new frontiers
07:51and courses along those realms.
07:53So there's going to be a lot of
07:55new courses in this particular
07:57track going forward.
07:58But currently right now if
08:00you move to the next slide,
08:01the current course required
08:03for this particular track,
08:05I don't like to read it is some standard
08:09I Med courses for Biostatistics and
08:12clinical research and ethical issues.
08:16Those are primarily in the
08:17summer and the fall.
08:19We have three required core courses
08:22right now in biomedical informatics.
08:25There's an introduction course in this
08:27fall of the first year that covers
08:30the breadth of health informatics,
08:32a more advanced topics course in
08:35the fall or spring after that.
08:38And then we have a clinical informatics
08:41and decision support course that's
08:43taught either in the fall or the spring.
08:46Generally in the second year we
08:48have a several required electives
08:50that depending on your interests.
08:53If you're more interested in bioinformatics
08:55or more clinical informatics,
08:57you can choose your courses
09:00in our other programs.
09:02And a lot of the course courses are
09:05attended by both our PhD students
09:07from our computational biology and
09:10biomedical informatics program
09:11at the medical school and the
09:13Graduate School and from our health
09:15informatics master's program in the
09:17school of Public health right now.
09:19And then through the final is a
09:23mentored research project that will
09:25result in a paper ready for submission
09:28for publication rather than a thesis.
09:31I mean, could be either or right now.
09:34That's it.
09:38Well, hi, I'm Roy Hurst.
09:41I'm one of the Deputy Director
09:43at the Cancer Center.
09:44I'm a medical oncologist and I
09:45want to tell you about the MHSCI,
09:48the clinical investigation track.
09:50Also want to introduce Doctor MENA Wang,
09:51who's here who's been
09:53working closely with me.
09:55This is actually a new program
09:58as well and it really wants to
10:00train the next generation of
10:02multidisciplinary clinicians.
10:04But also this is open to people
10:06doing Preclinical Research as
10:07well that's clinically oriented.
10:09And you know we have physicians,
10:12scientists who we hope will be in US
10:14scientists doing clinical investigation.
10:16And why is this important?
10:17Because we want people to do
10:20hypothesis based clinical research
10:22and learn the tools for doing this.
10:24Much of this is ongoing around,
10:25yeah, but there's never really been
10:27a formal program to give students,
10:33physicians, researchers,
10:35PhDs,
10:35the the basis to conduct rigorous
10:38clinical research,
10:39evaluate evidence based practices
10:41to translate and go through either
10:44from the lab to the clinic or reverse
10:47translate from the clinic to the lab
10:49findings to bring solutions to diseases.
10:52This will improve care for patients.
10:54And really,
10:55one really nice part about this
10:57is we're going to have hopefully,
10:59people in this program from all departments,
11:01scientists, clinicians,
11:02different disciplines.
11:03So the multidisciplinary nature of this
11:06will really allow for translation to
11:09build throughout the medical school.
11:11On the next slide, please,
11:12you'll see how we're thinking
11:15about the coursework.
11:17There'll be 3 unique courses to the NHSCI.
11:22One is the course of molecular genomic
11:24pathology and precision medicine.
11:26That won't happen until the
11:27spring of the first year,
11:29but that'll be, of course, really,
11:31you know, personalized medicine,
11:32precision medicine.
11:33And we're putting together a
11:34course with some members of our
11:36pathology department that I
11:37think will be very exciting.
11:39Then an advanced course in trial design,
11:41so-called Pragmatic Trial Design,
11:44Implementation Science,
11:45Real world Data that will
11:47be in the fall of of year 2.
11:50And then starting immediately
11:52will be a seminar series,
11:55an MHSCI seminar series.
11:56And we envision this starting off with
11:59three or four sessions where we'll have,
12:02you know talks regarding
12:03what is hypothesis based,
12:05clinical research,
12:05lab to clinic, clinic to lab.
12:08And then we'll have probably 2
12:10speakers per session.
12:11They'll either be members,
12:13students who will present their
12:14work or what they're planning to
12:16do or examples of translational
12:18research ongoing throughout Yale.
12:20And I can tell you I'm having a really
12:22enjoyable time identifying many of
12:24those investigators and pulling it together.
12:26But then there'll be some other courses
12:28that will be necessary and or electives.
12:31There's a course,
12:31I'm at 645,
12:33it's an introductory biostatical
12:34course in clinical investigation.
12:36We'll have everyone take that
12:37in year one in the summer.
12:39So they'll be prepared for the more
12:40advanced courses that we already mentioned.
12:42Of course the ethical issues in
12:45biomedical research is a classic.
12:46Of course here at Yale,
12:48it can be waived if someone's taking it.
12:50Many of us have, but we'll we'll
12:51certainly have that as of course and
12:53then there'll be several electives that
12:55one will take during the course of this.
12:57And then of course most importantly
12:59mentored research projects for credit
13:01that will occur during every, every term.
13:03So we're very excited about this.
13:06You know, we've been planning this
13:08for several years and glad that
13:10it's under the umbrella of the new
13:12revamped MHS framework here at Yale.
13:14So I'll stop there and pass it on
13:16to the next presenter, please.
13:18Thanks so much. So I'm Janet Haffler.
13:21I'm the associate Dean for teaching
13:23and learning and I oversee the
13:25Center for Medical Education.
13:26We started the MHS Med Ed track six
13:29years ago and it really has been a
13:32delight to see what has been produced
13:35research wise in the scholarship.
13:37It really, when you think of the research
13:40that we all do as clinical educators,
13:43you really have a background in this
13:45program as a comprehensive curriculum in
13:48medical education and health education.
13:51And this year when you really
13:53have the research project,
13:54we have a core curriculum and
13:56of course we have the elective
13:58courses I sit and meet with,
13:59meet with each person to
14:02design your development plan.
14:04Exactly what skill set do you want
14:07to achieve during your two years
14:10with your 35% protected time?
14:12Most everyone to date has been a clinician,
14:16and they've often been on the
14:19clinician Educator scholar track
14:20or the Academic clinician track.
14:23I'm very excited this year because
14:25we're opening it up to PhD faculty,
14:28fellows and residents,
14:30also the nursing school or school
14:32of public health and that is just
14:35a wonderful addition to our group.
14:36And really the graduates are really
14:39prepared to contribute to our education
14:41community and develop scholarship,
14:44present nationally and internationally
14:46and really develop a broader
14:49field in health education.
14:55So again, we do have the
14:57IMED courses in the summer.
14:58It gives a good strong
15:00foundation for the participants.
15:02We also start our medical education
15:05theory research and practice
15:08course in a summer module to
15:10give you the groundwork to say,
15:12is your research question filling
15:13a gap in the literature or are you
15:16building on someone else's research?
15:17You really refine your research
15:20question and you do not need to have
15:22the skill set of research and medical
15:24education to enter the program.
15:25I think a lot of people get concerned.
15:27It's like, well,
15:28do I need to know how to design
15:30a medical education research
15:31or health education project?
15:33And no, you don't.
15:34We are there to work with you
15:36to develop that skill set.
15:38And then during your first
15:39year in the fall and spring,
15:41we have a medical education theory,
15:44research and practice course every
15:46Tuesday night and work very closely.
15:48We have a terrific group of
15:50faculty in the Center for Medical
15:51Education and we work together,
15:53John and Candela,
15:54Michael Green and Marty Slade
15:56in this program.
15:58We also have a clinical teaching
16:00course module to really think about
16:02you as a clinical teacher and of
16:05course we teach throughout the course,
16:08we observe, you teach.
16:09We really want you to have the skill
16:12set of being an excellent presenter and
16:14then of course the required electives.
16:16We have two and they are phenomenal.
16:19We really sit with you and say,
16:21well,
16:21do you want a leadership development course?
16:24Do you need quantitative qualitative skills?
16:27And we work with you and then of
16:29course your mentored research project
16:30and work very closely with that
16:32in your two year period of time.
16:40All right. So getting to the nuts and
16:42bolts of that application process,
16:45I'll say that the deadline for
16:47applications this year is February
16:4929th at 11:59, very precise.
16:51But you have about six weeks
16:55to complete the applications.
16:57There's an online application
16:58site and it's listed there.
17:00It's also a link on the MHS website and
17:06the application starts with your your.
17:08Your basic information and then
17:10identification of the track in
17:12which you're applying to will be
17:14a personal statement really about
17:16your own personal academic goals,
17:19career plans and most importantly
17:21the role of the Masters program
17:23in achieving those goals.
17:25Your CV.
17:26There's an option to include your
17:28CV Part 2 if if you would like,
17:31and it enhances your
17:33application research plan.
17:34Really broad overview of the
17:37question you're trying to tackle,
17:39the background and
17:40significance of that question,
17:42and a brief overview of the methods,
17:45the name of your primary mentor,
17:47and importantly,
17:48a a letter from your mentor
17:51describing their commitment to your
17:53the mentorship in the program,
17:55the names of your mentorship
17:58committee members.
17:58As I mentioned,
17:59you're expected to meet with this
18:01committee throughout the Master's
18:03program and then a letter from
18:05your chair or chief that cites
18:07that you will have the protected
18:09time to enroll in the degree and
18:11the source of the tuition support
18:18moving on. And as I mentioned,
18:19the February 29th deadline.
18:22So tuition for the new structure
18:25for the entering class of 2024 is
18:30$49,700 per year.
18:33This tuition has been developed
18:36and determined based on the
18:38cost analysis of the program,
18:39and it's very similar to other
18:42Yale and outside master's programs.
18:44The tuition can be paid through
18:48a combination of departmental
18:50or programmatic contributions,
18:51tuition charged to training grants
18:54at allowable limits and then
18:56Wyatt Yale School of Medicine
18:59scholarships with the goal of not
19:01having out of pocket costs to the
19:03trainees enrolling in the program.
19:05If you look over to the right
19:07there's a high graph looking at the
19:10contributions for tuition and it's
19:11broken out by the three research
19:13tracks and by medical education.
19:15And again,
19:16and you'll remember the amount
19:17of protected time is different
19:19for the research tracks at 50%
19:20and and Med Edit at 35.
19:23And the tuition structure is
19:25slightly different as well.
19:27You'll see the enormous commitment of
19:30the School of Medicine to supporting
19:33trainees in the MHS program.
19:36For the entering class of 2024,
19:38the tuition scholarship amount
19:40for the research tracks is 33,700
19:44and for the research tracks for
19:46year 2 full tuition scholarship
19:49and then for medical education
19:51Year one scholarships to 37,700
19:55and full for the year 2.
19:59The remainder of tuition is expected
20:02to be contributed to by the commitment
20:06of the programs to the training
20:09of of their trainees and the that
20:12support can come from departmental,
20:14divisional,
20:14programmatic support or charge to
20:17training grants as appropriate.
20:22And I think the only other point is
20:25that when you do the application,
20:27there'll be a check box to
20:29indicate that you're would like
20:31to be considered for that Yale
20:32School of Medicine scholarship.
20:34So make sure you look for that
20:35and and go ahead and check it.