Table Of Content

% Harvard School of Public Health Advancing the Public's Health through Learning and Discovery V *U ,*»**»' **Tt *Uf. Official Register of Harvard University 1994-1995 I Volume 16., Number 9 September 5, 1994 Every effortis made to ensure the information contained,in this Official Registeris accurate at the time of publication. However, the Harvard School of Public Health reserves the right to make changes without notice in tuition and fees, admission and degree requirements, courses of instruction, and otherinformation contained herein. These changes will governall students, includingstudentswho ma- triculated prior to the changes coming into effect. As a matter ofpolicy, law, and commitment, the Harvard School ofPublic Health does not discrimi- nate against any person on the basis ofrace, color, Harvard University On-Line Course, Catalogs sex, sexualorientation, religion, age, national oreth- nic origin, political beliefs, veteran status,'orhandi- Course information from all ofHarvard's faculties is cap in admission to, access to, treatment in, or em- available on-line. The on-line course catalpgs con- ployment in its programs and activities. The tain course descriptions, faculty information, and following person has been designated to handle in^ ' general information about taking classes at Harvard University. The system allows for searching infor- quiries about nondiscrimination programs: Carolyn ' Everette, Director ofHuman Resources, 677 Hun- mation across Harvard schools (for example, for tington Avenue, Boston, MA 02115 (phone: 617- searching such interdisciplinary topics as the envi- 432-1046). Inquiries about the application ofnon- ronment or ethics) as well as within a single school. • discrimination policies concerning race, color, The course catalogs are available through Gopher. national origin, age',' sex, or handicap may also be Gopher is a tool, developed by the University of referred to the Regional Director,-Office for Civil Minnesota, that facilitates browsing and searching Rights, US Department of Education, J.W. information on the Internet. McCormack POCH, Room 222, Post Office To access the course catalogs via Gopher, con- MA Square, Boston, 02109. figure.Gopher software to connect to COURSES. HARVARD.EDU _PORT (128.103.6.0.60), 71. Accordingto Chapter 151c, Section2B, ofthe Gen- eral Laws ofMassachusetts, any student in an edu- To access the course catalogs via Telnet, telnet cational orvocationaltraininginstitution, otherthan to COURSES.HARVARD.EDU (128.103.60.60). At a religious or denominational educational or voca- the resultingloginprompt, type COURSES andpress tional training institution, who is ,unable, because <return>. ofhis religious beliefs, to attend classes or to par- ticipate in anyexamination, study, orwork require- To access the course catalogs with a modem ment on a particular day shall be excused from any and communications software, such examination /©r requirement which he may • Set up communications software as follows: Data have missed because ofsuch absence on any par- bits: 8; parity: N; stop hits: 1; duplex: full; termi- ticular day; provided, however, that such makeup nal emulation: vtlOO; maximum speed: 14.4 kbps *examination or work shall not create an unreason- able burden upon the school. No fees ofany kind • Dialnumber: 617-496-8500 (on campus: 6-8500) shallbe chargedby the institution formakingavail- v At the connect message, press <return> until the able to the said student such opportunity. No ad- access> prompt appears verse or prejudicial effects shall result to. any stu- • At the access> prompt,'type C COURSES and dentbecause ofhis availinghimselfof'the provisions press <return> ofthis section. • At the resulting login prompt, type COURSES i The Harvard School ofPublic Health is accredited and press <returh> by the Council on Education for Public Health. , From the Dean While the twentieth century has been an era ofre- markable healthprogress, many threats topublichealth loom large today. Infectious diseases vanquished early in the century have been replaced by new diseases, such as AIDS, and by a surge in cancer and other chronic illnesses. Otherproblems, such as violence and injury, notformerly consideredpublichealthproblems, are now within the purview ofpublic health professionals. The preservation and enhancement of the health ofpopulations demandprodigiousprofessional skills as well as the integration ofmany disciplines into a broad strategy embracing the way we live, our environment, and our system ofhealth care. derstanding ofhealth sciences, health issues, and so- lutions to health problems; a place to test one's ide- The extensive scope ofpublic health is reflected in the als, objectives, and imagination against the impos- range ofcourses, departments, centers, programs, and ing array ofbiological, behavioral, social, economic, facilities described in this Official Register. The in- andpolitical barriers to improvedpublic health. For terests and expertise offaculty at the school are simi- thoseseeking more details onprograms ordepartments larly diverse, extending across biological sciences, so- we have incorporated contact informationfor appro- cial sciences, numeric disciplines, and more. These priate resource people throughout the Register and professionals work together to overcome real-world inviteprospectivestudents to callorwrite atany time. public health challenges, such as environmental hazards, the threat of new diseases, choices of lifestyle Tlie overriding mission ofHSPH, to advance the that rob individuals of many healthy years, inad- public's health through learning and discovery, com- equate access to health care and other necessities of prisesfourobjectives: to educatescientists,profession- life, and thegreatparasiticdiseases that killandhandi- als, and leadersforpublic health; tofoster new dis- cap millions around the globe. The school's coveries and develop better technologiesfor improved multidisciplinary approach ensures that studentsgain health ofindividuals andpopulations; to inform and both a broadperspective onpublichealth and in-depth influence debate on key public health issues; and to training in theirfield ofinterest. strengthen capacities and services that meet health needs in the community. We believe we are engaged This Register contains a wealth ofinformation about in a vital enterprise ofcentral importance to society. educational opportunities at the Harvard School of We welcome those whojoin us at the school to share Public Health. Though we have endeavored to make in that sense ofexcitement and challenge. it accurate and comprehensive, it is necessarily an in- complete description ofthe learning experience avail- HSPH able at the school. is a place to acquire new skills; a place to enrich one's professional perspective HSPH by interacting with fellow students, with fac- Harvey V. Fineberg ulty, and with scholarsfrom cooperating schools and Dean institutions; a place togain a more sophisticated un- HARVARD SCHOOL OF PUBLIC HEALTH 1994-95 Table of Contents 3 The Harvard School of Public Health 63 Department of Nutrition 6 Master of Public Health Program 67 Department of Population and International Health 10 Division of Biological Sciences 13 Department of Biostatistics 73 Department of Tropical Public Health 77 Continuing Education and 20 Department of Cancer Biology Summer Programs 24 Department of Environmental Health 79 Research Centers 34 Department of Epidemiology 84 Admission 41 Department of Health and 88 Financial Assistance Social Behavior 90 Housing 46 Department of Health Policy and Management 91 Registration The Advance Seminar Program pre- 56 Department of Maternal and 93 The Student Experience sents an opportunity for new inter- Child Health national students and Masterof Public Health (MPH) students to ori- 60 Department of Molecular and entthemselves to HSPH and to Bos- Cellular Toxicology ton. It provides a brief, intensive in- troduction to the academic aspects ofstudy atthe school, including be- Academic Calendar, 1994-95 ginning and intermediate computing, exercises in the discussion method July 5 - August 19 Summer Program in January 6 Deadline for application ofclassroom learning, and a review Clinical Effectiveness for financial assistance of mathematical and writing skills. (see page 78) January 16 Martin Luther King, Jr. Program participants learn about September 6-16 Advance Seminar Program Day, a holiday classroom protocol, expectations of September 8-9 Fall semester registration January 20 ab and b period courses end teacherand student, and student life atthe school. They have the chance September 12-16 New student orientation January 23-27 e period (optional special to become familiarwith, and settled September 19 a and ah period courses studies and field trips) in, the Boston area, and to become begin January 30 c and cd period courses acquainted with fellow students in begin October 10 Columbus Day, a holiday workshops and social gatherings. November 10 a period courses end February 20 President's Day, a holiday The program is particularly valuable November 11 Veteran's Day, a holiday March 1 Final deadline for forthose students who have notat- completing application tended US colleges or universities November 14 b period courses begin to master's programs for and forthose who have not recently November 24-27 Thanksgiving recess review in second been students. All international stu- December 15 Deadline for application admission cycle dents are strongly advised to attend; to PhD programs, March 24 c period courses end US students entering the MPH pro- offered through the gram are welcome and encouraged March 27-31 /period (optional special Graduate School ofArts to attend. There is no additional studies and field trips) and Sciences charge forthis program. April 3 d period courses begin December 17- Winter recess May 26 cd and d period courses end January 2 January 1 Deadline for application May 29 Memorial Day, a holiday to HSPH doctoral June 8 Commencement programs (SD and Photographers: RichardA. Chase, Paula Lerner, Jane Reed, Tony DPH); deadline for Rinaldo, Barbara Steiner, and application to master's Laura Wulf programs (SM, MPH, and MOH) in priority admission cycle The history of professionaleducation in public HEALTH AT HARVARD UNIVERSITY began in 1909 with the establishment ofthe Department of Preventive Medicine and Hygiene in the — Medical School the first such department in the United States. The first Doctor of Public Health degree 'was conferred in 1911, the same year the Department of Sanitary Engineering The Harvard School of Public Health was established in Harvard's Graduate School of Engineering. In 1913, the Department of Tropical Public Medicine was organized in the Medical School, followed in 1918 by the Divi- sion ofIndustrial Hygiene. Also in 1913, the Harvard-MIT School of Health Officers was formed under the joint management of Harvard University and the Massachusetts Institute of Technology (MIT). The School of Health Officers operated until 1922, when an endowment from the Rockefeller Foundation made possible the founding of the Harvard School of Public Health (HSPH). During the early years ofthe school's operation, several of its departments functioned jointly with counterparts in the Medical School, sharing facilities, faculty, and budgets. In 1946, the school separated from the Medical School andbecame an autonomous unit ofHarvard University. HSPH Today Today, HSPH includes over 200 faculty mem- — bers biostatisticians and epidemiologists, health analysts and educators, nutritional biochemists and cancerbiologists, specialists in environmental and occupational health, experts in behavioral and population sciences, and many others. Their work proceeds within five comprehensive, cross-cutting themes, whose objectives are as follows: • AIDS, cancer, and heart disease: Con- front the most urgent and important diseases of our time, with an emphasis on prevention. To these health problems the school brings the tools of population-level analysis (epidemiology and biostatistics) com- binedwith the exploration ofbiologic mecha- nisms (increasingly at the molecular level), consideration ofsocial science aspects ofdisease, and analysis ofpolicy options. HARVARD SCHOOL OF PUBLIC HEALTH 1994-95 The school's main buildings for re- • Health care: Make health systems more may register for courses in these and other search, teaching, and administration effective and responsive to the needs of Harvard schools, as well as at MIT and the are located in the heart of Boston's people; enhance their efficiency and Fletcher School ofLaw andDiplomacyat Tufts hospital district and Harvard affordability; and improve their organi- University. To the benefit ofits research and University's Longwood campus. The zation, financing, and overall function- teaching programs, the school also maintains facilities adjoin those of Harvard's ing. Facultyworking on issues ofhealth care close associations with a wide variety ofhealth, Medical School, School of Dental reform have expertise in political analysis, medical care, and welfare organizations and Medicine, and Francis A. Countway public opinion polling, economics and fi- agencies in Massachusetts and elsewhere. Library of Medicine, and are near nance, decision science, technology assess- Children's Hospital Medical Center, The student body comprises over 670 students Beth Israel Hospital, Brigham and ment, cost-effectiveness analysis, health man- from throughout the United States and around Women's Hospital, and other agement, and law and ethics. the world. Students come from an array of Harvard-affiliated hospitals. The • The environment: Analyze risks and de- fields, and include health services administra- school is within walking distance of vise strategies for a healthier environ- tors, epidemiologists, nurses, dentists, lawyers, many cultural institutions, such as Boston's Museum of Fine Arts, and ment, a safer workplace, and fewer in- statisticians, environmental scientists, engineers, publictransportation is readily avail- juries. Scientists and analysts at the school research assistants, psychologists, and social able to other parts of Boston and measure human exposure to environmental workers. Approximately 30 percent are physi- Cambridge. hazards, evaluate resultinghealth effects, and cians. Students in some programs may enroll assess the measurement, management, and immediately after earning an undergraduate The library needs of the school are control ofrisk. degree. served principally by the Francis A. Countway Library of Medicine, • Behavior, nutrition, and lifestyle: Edu- which combines the resources ofthe cate and empower people to make Degrees Offered by HSPH Harvard Medical Library and the healthier choices at every stage oflife. HSPH offers programs leading to the graduate Boston Medical Library. With re- Focusing on alcohol and drug abuse, smok- degrees of Master of Public Health (MPH), corded holdings of nearly 600,000 ing, unsafe sex, violence, highway accidents, Master ofScience (SM) in a public health dis- volumes and more than 4,000 peri- and aspects of diet, the school seeks to discipline, Master of Occupational Health odicals, it is the largest medical or cover social and behavioral factors that chal- (MOH), Doctor ofPublic Health (DPH), and health-related library in the country. The Countway also owns an exten- lenge the health ofpopulations, then to de- Doctor ofScience (SD) in a public health dis- sive collection of historical materials sign and test effective change strategies. cipline. The school also participates in Doctor dating from the fifteenth century. ofPhilosophy (PhD) programs offered through • World health: Strengthen analytical ca- Students have borrowing privileges the university-wide Program in Health Policy pacities and decision making in coun- throughout the Harvard University (see page 49) and the Biological Sciences in library system. The Boston Public tries around the world and apply mod- Public Health Program (see page 10). Library, MIT libraries, and other Bos- ern science to longstanding and ton-area libraries add to the total emerginghealth threats. The school works For all HSPH programs, the Committee on book and periodical resources avail- toward the solution of health problems in Admissions and Degrees considers applicants' able to students. developing countries by trainingleaders who academic ability, the relevance oftheir previ- can confront these problems, by applying ous education and experience, and their over- HSPH operates its own Instructional Computing Facility dedicated to available low-costyet effective technologies, all qualifications for graduate education in pub- servingthe course work and thesis by developing newvaccines and other inter- lic health, including those qualities ofcharacter computing needs of its students and ventions, and by strengthening policy re- that reflect upon an individual's suitability to faculty. Resources include SUN Unix search, economic analysis, and management. be apublic health professional. Applicants must computers, IBM personal computers, The school serves as a crossroads forinterna- also satisfy the requirements ofthe department APPLE Macintosh computers, a tional health, attracting health policymakers or program to which they are applying. Appli- Novell network, and dot matrix and and public health professionals from dozens cants to doctoral programs must demonstrate laser printers; a wide array of soft- ofcountries. the ability to undertake original research. ware, including statistical packages, programming languages, analytical Many faculty members collaborate on research In general, the master's degrees are considered programs, and word-processing with colleagues at other Harvard schools, in- terminal degrees for individuals who seek pro- packages; and services such as re- cluding Harvard Medical School, Graduate fessional positions in public health, though a mote dial-in, file transfer, electronic School ofArts and Sciences,John F. Kennedy few departments view the SM as preparation mail, connections to national and School ofGovernment, and Graduate School for doctoral study. Occasionally, students wish international networks (such as of Business Administration. HSPH students to continue their studies at HSPH after com- THE HARVARD SCHOOL OF PUBLIC HEALTH MPH MOH pleting an degree; these students may Master of Occupational Health The BITNET and INTERNET), user assis- apply to an SM or a doctoral program and of- program is designed to train physicians in the tance, shortcourses, and computer ten undertake a fieldplacement duringthe sum- public health disciplines relevant to preventing accounts for funded research. Many mer between the two programs. The doctoral occupational disease and injury. This one-year academic departments also provide programs are designed for students with inter- (40-credit) degree program is usually taken as computing resources for their students. Harvard's central Office for In- ests in the scientific basis ofpublic health and part of a two-year residency in occupational formation Technology offers mem- preventive medicine who wish to pursue aca- medicine. Please see page 29 for information bers of the university many demic or research careers. Because specific pre- about requirements. additional services (some fora fee), requisites and degree requirements vary with Doctor of Science Applicants to the SD pro- such as classes on various computer the discipline or field ofspecialization, prospec- topics, discounted hardware and gram must hold at least a bachelor's degree. In tive applicants should consult the sections ofthis software purchases, user groups, and book that describe degree programs in greater some instances an applicant is expected to com- technical support. SM plete an program at the school before be- detail and are invited to consult with the indi- ing granted admission to doctoral study, in viduals designated in the text as contact persons which case the student will first be admitted to for the various departments and programs. In Administrative Officers of the the most general terms, requirements for the an SM program. Candidates for the SD degree Harvard School of Public Health HSPH degree programs are as follows. must fulfill the following basic requirements: Neil L. Rudenstine, MA, PhD, Presi- successful completion of course work in one dent of Harvard University Master of Public Health At HSPH, the MPH major field (20 credits) and two minor fields Harvey V. Fineberg, MD, MPP, PhD, program is geared primarily toward mid-career (10 credits each) and of courses in introduc- Dean ofthe Faculty of Public Health professionals who hold a doctoral degree in tory epidemiology (EPI 200a orEPI 201a) and James H. Ware, PhD, Dean for Aca- medicine, dentistry, veterinary medicine, law, intermediate biostatistics (ordinarilyBIO 210cd demic Affairs or other fields related to public health, or a and BIO 21led); successful completion ofthe Richard J. Cannon, MBA, Dean for MPH master's degree in nursing. The is a one- school-wide oral qualifying examination, usu- Administration MPH year (40-credit) program. students con- ally by the end of the second year; successful Gareth M. Green, MD, Associate centrate in one ofseven career-oriented areas: completion ofa program ofindependent and Dean for Professional Education international health, health care management, original research in one ofthe basic disciplines John H. Lichten, MSW, Associate public management and community health, law ofpublic health; the presentation and submis- Dean for Finance and public health, occupational and environ- sion ofthis research in an acceptable thesis and Ann R. Oliver, EdM, MPH, Associate mental health, quantitative methods, or clinical the public defense ofthe thesis; and payment Dean for Academic Affairs effectiveness. Please see page 6 for further in- of at least two years of full-time tuition and Susan S. Paresky, MBA, Associate Dean for Development formation about requirements. one year offull-time reduced tuition. The Stu- dent Handbook, distributed during fall registra- Jay A. Winsten, PhD, Associate Dean Master of Science SM programs differ consid- for Public and Community Affairs tion, provides detailed information about erably from department to department, both in school-wide requirements and procedures. Deborah B. Prothrow-Stith, MD, their overall goals and in their specific admis- Assistant Dean for Government and Departments may stipulate specific course and Community Programs sion and degree requirements. In general, two- examination requirements beyond the school- year (80-credit) SM programs are intended for Paul S. Riccardi, MEd, Assistant Dean wide requirements, and prospective applicants for Operations applicants holding a bachelor's degree in a relevant field; some departments require or prefer are encouraged to contact the department or Cassandra A. Simmons, MA, PhD, program to which admission is sought for de- Assistant Dean for Students applicants to have some relevant work experi- A tailed information. Maria Anthony, BA, Registrar and ence. few departments also offerone-year (40- Director ofAdmissions SM credit) programs for applicants with a prior Doctor of Public Health Most applicants for master's or doctoral degree or substantial work admission to the DPH program hold a doc- Laura M. Till, EdM, Director of Finan- cial Assistance SM experience. Candidates for an degree must toral degree in medicine, dental medicine, or fulfill the school-wide requirements in biosta- veterinary medicine; consideration is also given tistics (BIO 200ab, BIO 201ab, or BIH 203cd) to applicants who hold an advanced degree in Diplomas forthe MPH, DPH, and MOH degrees show the degree only. and epidemiology (EPI 200a or EPI 201a), as one of the disciplines basic to public health. Diplomas for the SM and SD degrees well as any requirements ofthe department in The applicant must also hold, or be in progress MPH also show the name of the depart- which they are enrolled. toward, an degree, orits equivalent, from ment; in the Department of Environ- an approved institution. Once admitted to the mental Health a concentration is also DPH school, candidates are subject to the same designated. academic requirements as candidates for the SD degree, described above. MPH STUDENTS COME FROM ALL PARTS OF THE world, bringing to the program a wide variety ofbackgrounds and experiences. The majority are midcareer professionals preparing for ad- vancement in their organizations or for transi- tion into new fields. Most hold a professional degree in medicine, nursing, dentistry, veterinary medicine, or law. Some hold a doctoral degree in a field related to public health, such as biology, behavioral sciences, nutrition, other Master of Public Health Program natural and social sciences, economics, or engi- On neering. occasion, an individual is admitted to the program who holds a master's degree in The Master of Public Health (MPH) degree is a field closely related to public health, such as social work, and who has at least three years of the recognized professional credential for relevant work experience. MD, DMD, DDS Students enrolled in an or leadership in public health. The program is program and who have acareerinterest in public health and preventive medicine are invited to MPH organized around seven career-oriented apply for admission to the program. Gen- MPH erally, these students undertake the program while on leave of absence between the concentrations, each comprising a common third andfourthyearofmedical ordental school. MPH They receive the upon successful comple- core curriculum and specialty electives. The tion ofboth degree programs and conferral of the doctoral degree. program emphasizes active, student-directed MPH degree candidates normally complete the program in nine months of full-time study at learning, problem-solving, and the acquisition the school. While a minimum of 40 credits is required, students are encouraged to take a to- of skills essential to the practice of public tal of45 to 50 credits. In some instances, a student may complete the program by enrolling half-time over a period oftwo academic years. health. MASTER OF PUBLIC HEALTH PROGRAM MPH MPH All students fulfill core requirements in Beyond the core requirements, students Program Director: Gareth M. Green, the fundamental public health disciplines. These are encouraged to elect one of three tracks MD, Associate Dean for Professional requirements generally include an interdiscipli- geared to different professional interests, within Education nary course on the ethical basis ofthe practice which they choose among clusters ofrecom- ofpublic health (ID 250a or ID 251s); the prac- mended courses. Tracks include international For information about the MPH program, please contact Roberta tice course for the chosen concentration (see health policy and management; population, re- Gianfortoni, Directorfor Professional course listings below); one course in biostatis- production, and child health; andinfectious dis- Training, Office of Professional tics (BIO 200ab or BIO 201ab); one course in ease epidemiology and control. Education, 677 Huntington Avenue, epidemiology (EPI 200a or EPI 201a); one MA Health Care Management This concentration Boston, 02115. course in environmental health (EH 201b or Phone: 617-432-0090 EH prepares professionals for leadership positions 202d); one course in health and social be- Fax:617-432-3365 in health care organizations (such as hospitals havior; and 2.5 to 5 credits in management E-mail: rgianfor@hsphsun2. and health maintenance organizations) and or- courses relevant to the chosen concentration. HARVARD.EDU ganizations that deal with health care provid- MPH Applicants to the program select one of ers (such as government, health insurers, and The MPH program serves as a seven areas ofconcentration inwhich they com- pharmaceutical companies). Program graduates required academicyearfor residency plete a second tier of recommended courses. fill many roles, includinghealth service admin- training in preventive medicine, Each ofthese concentrations offers a selection istrator, management consultant, health care aerospace medicine, or occupational ofoptional tracks, orinterest areas, allowingstu- policy analyst, and health insurance executive. medicine. Please see page29 for dents to pursue in depth one or more areas of Others go on to undertake doctoral study. information about the occupational particular relevance to their career goals. The medicine residency. MPH Beyond the core requirements, students tracks enable students in the interdisciplinary MPH are encouraged to elect one offive tracks geared program to establish a second "home" in to differentprofessional interests, within which one ofthe school's academic departments, such as Health Policy and Management or Maternal they take at least 5 credits chosen from clusters ofrecommended courses. Tracks include den- and Child Health. Within a concentration, stu- tal health care policy, health care evaluation, dents also have the option ofdevelopingan elec- health care organization and finance, quality tive program in consultation with their advisor. management, and services management. Concentration goals, tracks, andgeneralrequire- ments are described below. Public Management and Community Health This concentration focuses on the promotion International Health This concentration is in- ofhealth and the prevention ofdisease in popu- tended to prepare health professionals for lead- lations through the preparation ofhealth pro- ership roles in the practice of international health, with a special emphasis on the health fessionals with leadership skills in public health. Courses emphasize strategies for establishing problems of disadvantaged populations in developing countries. The concentration enables health objectives, data collection and analysis, students to work toward health improvement the management of fiscal and manpower resources, consultation, communication, advo- by taking account of demographic and cacy, and policy formation in the public sec- epidemiologic changes, the organization of tor. The programprepares students forpositions health care and evolving patterns ofhealth care demand, new scientific knowledge and tech- in diverse public health and nonprofit settings, including federal, state, and local government, nology, and the roles ofprofessionals in policy, voluntary health organizations, and commu- law, communications, and advocacy. It also as- sists them in finding new ways to strengthen nity-basedprimary care settings. Positions filled by program graduates include public health national and institutional capacities for health administrator, health planner, health policy policy making and management. Graduates of analyst, and health educator; others have gone the program have assumed leadership positions on to undertake doctoral study. in national ministries of health, international organizations, donor aid agencies, private vol- Beyond the MPH core requirements, students untary organizations, research and academic are encouraged to develop expertise in a sub- institutions, and the private sector. stantive area by selecting a track geared to their professional interests. Tracks include maternal HARVARD SCHOOL OF PUBLIC HEALTH 1994-95 and child health, finance and regulation, men- careers who plan to emphasize the application tal health and substance abuse, and health pro- ofquantitative methods to decision making and motion and disease prevention. to etiologic research in public health. Program graduates commonly supervise population-based Law and Public Health This concentration is health research in government, nongovernmen- designed to train leaders in the field ofpublic tal organizations, and private industry. Many health law. The course ofstudy introduces law- graduates return to practice in academic yers to the science of public health, provides medicine. them with skills in analysis of public health MPH problems, and allows them to design a curricu- Beyond the core requirements, concen- MBA Fiona Percy, lum thatwill meet theirparticularinterests. The trators must take an additional 2.5 credits ofin- MPH/lnternational Health concentration prepares graduates for positions troductory epidemiology and 7.5 credits in in- "Before I cameto Harvard I coor- in a variety of settings, including work in a termediate/advanced biostatistics and dinated thegovernment response health law or environmental section of a law epidemiology (courses numbered 210 or tothe AIDS epidemic in western firm, positions in local, state, and federal gov- higher). Concentrators may choose advanced Australia," says Fiona. "I became ernment, practice in a hospital legal counsel's courses from any of the areas of quantitative involved with the human rights HSPH office, or positions in academia. study offered at or elsewhere in the uni- issues associated with develop- versity, including biostatistics, epidemiology, MPH ing interventions for indigenous Beyond the core requirements, lawyers decision sciences, demography, needs assess- populations and wanted to ap- are encouraged to develop a specialization in a ment, and evaluation. proach thisworkfrom a public substantive area by choosing among clusters of health perspective." recommended courses in such fields as health Clinical Effectiveness This concentration pre- Coming to HSPH she received care delivery or environmental health. An ap- pares physicians for clinical research responsi- "the shock of my life when I preciation ofquantitative analysis is central to bilities andforleadership roles in evaluating and found out my advisorwas Pro- the concentration. improvingallaspects ofhealth care delivery. The fessorJonathan Mann," a pio- concentration is limited to clinicians enrolled neer in the field of health and Occupational and Environmental Health This initially in the Summer Program in Clinical human rights. Fiona became an concentration is designed for physicians and Effectiveness (see page 78). It is concernedwith intern atthe Francois-Xavier other professionals who intend to practice oc- identifying the most appropriate, ethical, and Bagnoud Centerfor Health and cupational medicine or to hold responsible cost-effective means of providing health care Human Rights, which is directed positions in occupational and/or environmen- through prevention, early detection, or treat- by Professor Mann, and is work- tal policy and management. The curriculum ingon the center's international ment, and is designed to provide the analytic focuses on assessing workplace hazards, the conference. and quantitative training necessary to evaluate physiology and biomechanical aspects ofwork, clinical practices. Alongwith the broad perspec- "Being here has been nothing and a practical problem-solving approach to tive the program offers on general aspects of less than a personal transforma- health problems in various work settings. public health, this training provides a basis for tion, in terms ofthe friends I've made, the rigorous and chal- The concentration features three areas ofspe- identifying the health policy implications and lenging studies, and the de- cialinterest: environmental health, occupational public health benefits of the results of clinical manding pace of learning," says health, and occupational medicine. The occu- investigations. Major areas of professional in- Fiona. "It's exhilarating. The pational medicine track is designed for physi- terest for concentrators include clinical epide- school allows you to explore ar- cians who intend to satisfy the requirements of miology and biostatistics, cost-effectiveness eas where you may not have ex- the American Board of Preventive Medicine analysis, medical decision analysis, health ser- pertise, and still feel safe." for certification in Occupational Medicine. The vices research, quality improvement in health Fiona has been accepted into requirements for the Master of Occupational care, and measurement ofhealth-related qual- the doctoral program and will Health (MOH) degree are similar to those of ity oflife. continue studyingthe effects of MPH the in occupational medicine; physicians MPH human rights violations on the In addition to the core requirements, con- health and well-beingof popu- may elect either degree.MPOleHase see page 29 for centrators must take BIO 213ab, Applied Re- information about the program. lations at risk. gressionfor Clinical Research, and EPI 242abcd, Quantitative Methods This concentration pre- Seminar in Clinical Epidemiology- The latter is a pares students forpublic health careers inwhich year-long seminar seriesbuilt around faculty and the analysis of numerical data plays a pivotal student presentations of clinical investigations role. It is designed for midcareer health profes- in progress which provide a mechanism for dis- sionals and for those in the early stages oftheir cussing general issues. Although practical expe-