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DOCTORATE

Doctor of Philosophy in Health Sciences · PhD

Limited-Residency | 6 Tracks | 4 Years
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Curriculum

Operate at the height of your profession with this terminal PhD. Become a leader with the vision to shape the future of healthcare and forge the career that you envision for yourself. Our curriculum, manageably paced over the course of a 4 to 5 year program, lays the foundation for a truly exceptional healthcare career. Here are just a few of the traits that distinguish our program:

  • 6 Concentration Track Options
  • Limited-Residency Education Model
  • Dissertation Topic Choice and Flexibility

Check out the specific tabs for a full fall curriculum breakdown by concentration track.

Summer Curriculum
Fall Curriculum
Electives

Core Courses

All students are required to complete a set of core research courses on subjects which include evidence based practice, quantitative and qualitative inquiry, biostatistics, epidemiology, survey mixed methods as well as required theory courses. These courses provide the foundation for the dissertation phase and research process.

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This course is designed to prepare healthcare professionals with the knowledge, skills, and abilities necessary to make independent judgments about the validity of sources of evidence. The primary focus is on critical appraisal of research, including identifying potential sources of bias and making a professional judgment of the seriousness of the risk of bias. This course will also cover the concepts of evidence-based practice with emphasis on forming answerable clinical questions and effective literature search strategies. The evaluative approach to appraising the research literature will prepare the students to critique and judge evidence based on the accuracy and validity of diagnostic tests, effectiveness of clinical interventions, prognosis for patients with health-related conditions, and chance of harm or benefit from select preventative and therapeutic factors. Within key activities and assignments, students will formulate a key clinical question, rapidly search medical and health-related databases, perform a critical appraisal of research evidence, and describe the application of the evidence.

This course provides an introduction to general research principles and research ethics. The student will be introduced to the following topics in the research process: question formulation, principles of measurement, basic design and methodological features, issues of reliability and validity, and fundamentals of conducting a literature review. A quantitative article critique will be conducted in class and outside of class. The class format will include lecture, small group discussion, and practice.

This pass/fail course reviews PubMed, Index Medicus, other search methodologies, American Psychological Association editorial format, the composition of a scientific/professional manuscript, and the style of Scientific/professional writing, its construction and formats.

This course will provide students with opportunities to explore a variety of professional and scientific writing techniques for publication. Students will learn the best practices in the formatting, submission, and dissemination of research findings, culminating in the ability to develop and submit competitive manuscripts to peer-reviewed journals. Students will prepare an outline of a manuscript related to their dissertation based upon a chosen journal’s guidelines. Additionally, an overview of the grant writing process will be presented. Variations of funding organizations, types of grant proposals, and grant writing best practices will be covered. Opportunities for grant funding for health science research, including searching for grant opportunities and developing a grant proposal, will be emphasized.

Prerequisite: HS 712

This course introduces the student to qualitative research methods and their applications to problems and phenomena in healthcare. Emphasis is placed on the appropriate use and differences of qualitative methods, their philosophical underpinnings, and application to clinical issues.

The purpose of this course is to introduce the student to biostatistics, the science of evaluating information in a biological setting. Such topics as simple descriptive statistics, basic probability concepts, probability distributions (normal & binomial), sampling distributions, correlations, regression, t-tests and one-way ANOVA testing.

This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic and clinical settings based upon the evidence-base of best teaching practices.

This course provides the student with skill sets to conduct a literature search, analysis and synthesis on a selected research topic complimentary of their dissertation. Research will be systematically selected based upon quality of design/methods, relevance to proposed dissertation/study instruments and linkage to research hypothesis/questions. Submission of a synthesis paper with literature summary table will be included.

The conduct of scientific inquiry requires careful planning and forethought to assure the eventual implementation of a study will successfully result in interpretable and meaningful measurements and that valid conclusions may be drawn. This course will provide students with the necessary background and experience to formulate a clearly delineated hypothesis/research question-driven dissertation prospectus that can be used to convince funding agencies and/or doctoral committees to support the study. Emphasis will be placed on developing a clear background, scientific/clinical rationale, and hypothesis/research question along with the start of a methods section and strategies to form a dissertation committee. In addition, this course will provide key information about the responsible conduct of research, the informed consent process, and the Institutional Review Board process so the student will be able to design a safe and ethical environment for their volunteer subjects.

Prerequisite: HS 762

This course is designed to assist students in the preparation for qualifying exams on core competency material and to complete the exam. The course will prepare students to develop a study strategy and plan for the exam as well as participate in discussions concerning material that comprise the exam questions.

This course is a continuation of HS800 Dissertation Prep I where students will finalize their written prospectus. Students will continue securing dissertation committee commitments and be prepared to defend a mock prospectus defense via presentation while on campus. Students prepare for the Institutional Review Board process by completing the CITI Human Subjects Research course, becoming familiar with the online submission platform, and drafting informed consent documents.

Prerequisite: HS 800

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This course is designed for students to begin their dissertation project by recruiting dissertation committee members; developing a dissertation prospectus followed by the dissertation proposal (3-chapter format that includes: Introduction, Literature Review, Methods). Ideally this course concludes with the oral defense of the written dissertation proposal. Throughout this course, instructors will help students to overcome challenges and obstacles and provide strategies for accountability, time management, and dealing with project-related, personal or work-related factors that might influence dissertation progress.

Prerequisite: HS 810

This course is designed for students to develop and ideally gain approval of their dissertation IRB application and to begin collecting data as the IRB is approved. Students will discuss challenges with implementation of the research project and work with instructors and peers in mitigating challenges. Regardless of where the student is in the dissertation process, throughout this course, instructors will help students to overcome challenges and obstacles and provide strategies for accountability, time management, and dealing with project-related, personal, or work-related factors that might influence dissertation progress.

Prerequisite: HS 810

This course is designed for students to complete data collection and analysis, and to complete the dissertation manuscript. Students will discuss challenges with finalizing the research project and work with instructors and peers in mitigating challenges in manuscript writing. Regardless of where the student is in the dissertation process, throughout this course, instructors will help students to overcome challenges and obstacles and provide strategies for accountability, time management, and dealing with project-related, personal, or work-related factors that might influence dissertation progress.

Prerequisite: HS 810

Concentrations

Students are required to select a concentration area before enrolling in the PhD program. Concentration courses provide further knowledge, skills, and abilities essential to advanced clinical practice and support research areas that are meaningful and significant to health science students. In lieu of selecting a concentration, students may elect to complete two certificate programs. If the certificate option is chosen, the student’s dissertation topic must address a certificate content area. All dissertation topics must be formally approved by the Concentration Track Director and Program Administrator.

Providers who want to either enter the wellness field or expand their reach and expertise benefit from an intensive study of areas like population health and theories of behavior change. Distinguish yourself within the wellness landscape and add skills that help you continue to meet the needs of your clients. Nationally Board Certified Health & Wellness Coaches can use this concentration to deepen their expertise. However, those looking to enter this field can gain their Health and Wellness Certification through this concentration as well.

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This course explores the principal theories of behavior that drive evidence-based practice in health/wellness education and coaching. Emphasis is placed on the determinants of group and individual behavior and behavioral economics in the context of health and wellness is included. Effective application of various theories to create education and/or interventions to alter behaviors of targeted groups or individuals is examined. 

In this course, the health issues of specific populations such as gender, race/ethnicity, and age will be discussed. Considerations of other social determinants of health, including, but not limited to, socioeconomic status, geography, and health policy factors will be covered. Health and well-being issues specific to each population will be explored through the lens of evidence-based strategies. Further, exploration of the ecological model of health promotion will be central to this course.

This course provides the business and human rationale for wellness promotion, health education, and public health programs. Best practice for program design, implementation, and evaluation are examined as is the development and use of needs analyses, health risk assessments, and biometric measures to educate clients/patients and guide programming. Evidence based group and individual motivational strategies are included.

This course includes an overview of chronic diseases and associated risk factors. The effects of behaviors in the etiology and treatment of chronic diseases are examined. Emphasis is placed on the effects of modifying behaviors such as nutrition, physical activity, sleep, smoking, and alcohol use, as well as stress reduction. The role of exercise and diet in integrative lifestyle medicine is explored. Basic skills in exercise prescription and nutritional intervention strategies within the scope of practice are developed.

Prepare to be an academician and researcher. Contribute to scholarship as a teacher and leader in healthcare professions education. Focus on adult learning theory, including practical applications for the development of healthcare education students.

Learn in an interactive environment focused on designing and assessing learning. Take courses in instructional theory, design and delivery, and assessment of learning. Develop an understanding of experiential and interprofessional education content, education technology, and curriculum development focused on healthcare professions.

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This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed.

This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans.

Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed.

This course will focus on presenting and analyzing contemporary social, political and economic issues surrounding higher education and the effects these issues have on healthcare education programs. Current challenges in healthcare education programs will also be explored. Students will learn how to successfully navigate the role of a faculty member in the higher education environment. A brief history of higher education will be included.

Maximize health and athleticism for your patients and clients. Leverage an advanced knowledge in areas like exercise science, nutrition, coaching theories, and technology to transform your practice. Make impactful clinical decisions based on heightened understanding of the latest scholarship and techniques.

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This course will expose students to advanced methods in various venues of strength and conditioning. Current research and practice are examined for advanced training strategies in use at different levels of competition. Students will examine different methods currently in use in the field and discussed in the literature on selected topics and demonstrate appropriate implementation of advanced training methods. Additionally, this course will refine the students’ ability to construct an advanced training program designed to enhance performance in specific ways. The student will demonstrate the ability to critically analyze and alter a training program.

This course will introduce students to the various methods and strategies for improving performance in military, law enforcement, and fire department venues. Topics such as injury prevention and tactical job preparation will be discussed with students completing applied projects in selected tactical operations. Tactical fitness research and literature will serve as the content for developing professionals capable of supporting the tactical field with evidence-based practice.

This course will focus on technologies that have been developed to reach human interests or goals related to a particular sport. It will focus on the types, and appropriate selection and use of technology by which sport performance coaches attempt to improve training and competitive surroundings and enhance overall athletic performance. The course will provide knowledge and application of using specialized equipment and the latest modern technologies to perform tasks more efficiently, such as equipment, athletic sports gear (clothing and footwear), advanced computer stimulations and motion capture.

This course will examine the science and history behind various advanced methods of recovery and regeneration techniques for the human body. The evidence will be reviewed in numerous topics including nutritional strategies, sleep habits, hydrotherapies, cryotherapy, sports supplementation, nutrient timing, and massage therapy. Through an evidence led approach, students will demonstrate the ability to evaluate and identify various types of fatigue, prescribe the appropriate regeneration modality, and periodize a recovery program based upon the principles learned in previous coursework.

Advance clinical practice and research in neurologic rehabilitation through the lifespan. Move into academia and teach in post-professional programs. Evolve as a clinician through an academic perspective. Advanced understanding of rehabilitation systems, neurologic interventions, motor control, and other areas prepares you for a career as a researcher, academician, and advanced clinician. 

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This course will focus on the structure and function of the central nervous system. It is
designed to provide a survey of the functional components of the nervous system and an
understanding of the functional brain at a systems level; specifically integrate aspects of neuroanatomy with physiology to allow association of brain areas with the various
functions. Items to be discussed include the areas and mechanisms of the brain that process
sensory and motor information. The brain’s reaction to sensory input as well as the ability of the brain to adapt and change as a result of input will be highlighted. In addition, various diseases/injuries will be explored to provide an understanding of normal and pathophysiological brain function.

This course will serve to review, update, and synthesize evidence from the neurosciences as a foundation for clinical practice, as well as explore the fundamental principles, limitations, and clinical implications of the theories of motor control and motor learning influencing clinical practice. It will include the incorporation of constructs from motor learning and motor control theories into therapeutic intervention for individuals with a variety of movement problems resulting from neurological dysfunctions. Trends in models of service delivery: medical, educational, community, and social models, will be analyzed and approached from a modern evidence-based perspective.

This course will focus on comprehensive management of individuals with stroke, traumatic brain injury, brain tumor, and neurodegenerative health conditions. The pathophysiology, pharmacology, and imaging will be used to design evidence-based interventions, grounded in the International Classification of Functioning, Disability, and Health (ICF) framework, that foster advanced clinical decision making for prediction, prevention, plasticity, and participation in neurorehabilitation practice.

This course will focus on the comprehensive management of individuals with spinal cord injury, demyelinating, and vestibular health conditions. The pathophysiology, pharmacology, and imaging will be used to design evidence-based interventions, grounded in the International Classification of Functioning, Disability, and Health (ICF) framework, that fosters advanced clinical decision making for prediction, prevention, plasticity, and participation in neurorehabilitation practice.

Prerequisite: N 727

Strengthen your ability to make incisive clinical decisions. Courses that delve into advanced aspects of assessment, diagnosis, and treatment elevate your practice. Build a base of knowledge that informs your clinical approach and empowers you to stay on the evidence-based practice.

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This course is an advanced evidence-based diagnosis and screening course designed to facilitate highly effective clinical evaluation and accurate diagnostic decisions in orthopedic care. Advanced concepts of probability-based differential diagnosis and clinical reasoning strategies related to orthopedic practice will be presented. Current evidence of evaluation techniques and diagnostic tests for common orthopedic conditions will be explored and critically appraised. Pathology of the major body systems and regions will be described with current evidence-based practice diagnostic and screening standards.

This course will focus on exploring the ever-growing number of biomedical tests, tools, and technologies marketed for utilization along the continuum of orthopedic practice. The psychometric properties, appropriateness, and clinical utility, including validity, reliability, responsiveness, sensitivity and specificity of tools, tests, and technologies will be explored. Current evidence-based testing and technology recommendations and their application to various patient populations and orthopedic settings will be presented. Students will engage in a variety of independent and collaborative learning activities to critically appraise the evidence for the use of tools, tests and technologies for enhanced decision making in orthopedic clinical care. Students will gain knowledge, skills and abilities in the utilization and implementation of select novel specialized biomedical technologies in orthopedics to include markerless 3-Dimensional motion capture.

The seminar course will assist students to acclimate, familiarize, and become knowledgeable around their intended dissertation topic. Students will engage in literature review and on-going discussions to facilitate knowledge and understanding of their specific content area as it relates to their dissertation. A manuscript submission for publication is the capstone of this course that starts with Multilevel Systems in Orthopedic Sports Science.

This course takes a learner-centered approach to enhance knowledge, skills, and abilities related to orthopedic surgical patient care. In this course, students develop advanced skills in the critical appraisal and the application of orthopedic surgical research findings. Current evidence-based surgical techniques and their implications on tissue healing, pre-and post-surgical rehabilitation, return to daily living/activity timelines and short and long-term patient outcomes will be presented. Students will engage in various independent and collaborative learning activities to critically appraise the evidence for surgical patient management from direct-access indications for imaging referral to pre-operative therapeutic care and discharge. Students will bring it all together by choosing a common surgical procedure and developing an up-to-date, evidence-based post-surgical rehabilitation protocol.

Nurture the health and growth of young people from infancy to adulthood. In-depth consideration of subjects like genetic conditions, oral-motor & feeding impairments, sensory processing, and even family trauma elevate your approach to caring for infants, children, and adolescents. Build a comprehensive perspective you can employ for teaching, research, and clinical excellence.

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Explore research team and lab setting: conduct site visit(s) to a research lab and present post-site visit reflection and analysis; investigate feasibility of study settings and methods for infant or child participants; identify strategies for adapting research procedures for children (motivation, endurance, and safety); review options for study participant recruitment and consent; obtain designs of recruitment brochures and flyers; identify topic(s), potential settings, content experts, and methods for dissertation-related pilot study; attend research team meeting.

Complex integration of mobility, sensory processing, & communication are analyzed in children to age 21 years. Using the cerebral palsy model, these three major processes are explored in the context of promoting or limiting participation in daily life. Case analyses and research evidence are used to examine effects and interaction of the following factors: pathomechanics, developmental kinesiology, sensory processing, respiration – communication, fatigue, pain, and resiliency.

Multiple topics are analyzed on family system theories, theoretical frameworks of family development and functioning, extrinsic and intrinsic factors influencing family functioning, and ecological / transactional models of child development. Concepts of family assessment, family-centered care, culture, stress, and coping are included. A synthesis paper is submitted involving literature analysis and application to a pediatric therapy and family topic. Research questions, variables, and conceptual mapping are discussed.

Overview and evidence- based practice analyses are presented on etiology, pathophysiology, clinical course, and key pediatric therapy management issues. Family dynamics and stressors are addressed in the context of trauma-informed care and grief processes.

Elective Courses

Students must take 12 credits of elective courses designated as 600 or higher within the Health Sciences.

Students also have the option to use their elective credits to receive an additional certificate as listed .

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This course will familiarize students with the theory, development, and application of survey research design and methods. Students will learn the principles and practices of conducting survey research, including developing psychometrically sound accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires, administering surveys through various means, and analyzing and reporting survey research results. How to integrate qualitative inquiry with survey research to develop and conduct a mixed-method study, including writing results, will be emphasized.

Prerequisite: HS 722

This course will introduce the student to important epidemiological methodology/ concepts commonly used in evidence-based practice/medicine. The course will focus on the common observational designs, and common measures of disease frequency, risk association, and validity of diagnostic tests. The use and construction of receiver operating curves will be discussed. The course will also include an introduction into logistic regression and survival analysis methods in how they apply to disease outcomes/disorders. Students will conduct and apply basic epidemiological concepts using statistical software and learn how to design and develop. The student will be provided with information to aid in data collection and management.

Prerequisite: HS 710

The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons.

Prerequisite: HS 722

This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined.

Prerequisite: HS 720

This course provides a theoretical framework for interviewing approaches for various situations, types of interviewing formats (e.g. focus group, evaluation interview, cultural interview) and development of interview formats. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods.

Prerequisite: HS 720

This course provides students with techniques used to integrate quantitative and qualitative data, analysis and results based upon a mixed methods study design. Writing tips of a mixed methods publication is also included.

Prerequisite: HS 720

The purpose of this course is to build upon the topics introduced in Biostatistics 2. This course will cover such topics as logistic regression, advanced data cleaning procedures, advanced non-parametric methods, measurement tool reliability and development of data visualizations.

Prerequisites HS 722, & HS 732

This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions.

Prerequisite: HS 712

Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail.

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This course will require students to examine current and emerging best practices for addressing participation in occupation for an older adult experiencing a neurodegenerative disease process. This course requires students to explore the role of occupational therapy on promoting participation in occupation for the aging population. Neurological diseases covered within this course include Alzheimer’s disease, Parkinson’s disease, and polyneuropathies. Students will engage in critical reasoning within forum discussions, analyzing intervention strategies, and development of a client- based case study.

This course examines evidence associated with the cognitive-behavioral aspects of aging and daily activity performance and participation needs of older adults. The course emphasizes designing and executing therapeutic and health-promoting plans by applying the best available evidence for productive aging, aging-in-place, and the prevention of injury and illness.

This interdisciplinary course provides opportunity to examine issues and evidence related to dementia care and family caregiving, including non-pharmacologic intervention approaches, theoretical frameworks, environmental modification, caregiver education, and their application in clinical settings. Students will explore the complexities of addressing the need to promote participation and optimize quality of life for those in this growing population.

This course is designed to provide an intensive study of emergency care skills in ambulatory medicine with exposure to triaging and managing urgent and emergent medical procedures in catastrophic settings. Proper techniques for complex fractures and joint dislocations, application of specialty casting and splinting techniques, and interventions used during immobilization to address movement dysfunctions are addressed. The focus is on planning for, examining, and managing immediate, emergent, and acute situations, particularly for physically active individuals.

This is an advanced course for students to take a deeper dive into common and uncommon diseases, disorders, illnesses, and other general medical conditions affecting the health of physically active individuals across the lifespan. Students will learn to recognize signs, symptoms, and predisposing factors of pathology along with appropriate interventions and establishing referral criteria. The focus is on appraising evidence on patient care, refining primary care clinical examination techniques, establishing evidence-based preventative measures, and optimizing appropriate referral decision-making.

Functional medicine is an approach to treating health conditions and preventing disease through the identification and treatment of root causes for health conditions. It is founded upon the perspective that nutrition therapy considers the individual-specific information founded upon the nutrition assessment model assessing mind, body, spirit, environment, and community to promote lifestyle behavior change that will result in measurable health and wellness benefits.

Concepts of leadership related to current healthcare organizations are examined. Specific concepts including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint and admission included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies and crisis communication are explored. Leadership functions and decision-making are analyzed.

This course supports knowledge of the theories of organizations, the use of leadership, management processes, and organizational structures and outcomes. Specific topics include governance, strategic management and marketing, human resources management, recruiting, training, process improvement, management theory, and employee wellbeing. This course is designed for future managers and leaders of healthcare organizations and those who expects to have extensive involvement with each from the perspective buyers, insurers, or policymakers. The course provides students with knowledge about how the best healthcare provider organizations deliver high quality, cost-effective healthcare, how the response to their environment, and how they reach and implement decisions about future activities.

This course explores the legal and ethical issues and dilemmas in the delivery of healthcare. The principles and practical application of laws and regulations affecting operational decisions of healthcare providers, health plans, and third-party payers are discussed. Also addressed are social, moral, and ethical issues encountered in the balance of patient interests, needs and rights.

Introduces current and aspiring healthcare leaders to key dimensions of effective management and entrepreneurship. Explores professional, legal, and ethical aspects of development as healthcare professionals seeking to develop management and entrepreneurship opportunities. Synthesize of entrepreneurial and management competencies to plan and implement a simulated interdisciplinary business venture are explored.

This course will train healthcare leaders to implement or teach principles of delivering better healthcare at lower costs through improving clinical and non-clinical processes. This course will introduce methods and tools for conducting quality improvement projects. Also discussed will be methods of health services research, teams and teamwork, outcome measurement, and medical informatics. A key learning experience of this course will be developing and implementing a quality improvement project.

This course will focus on the foundational applications of strength and conditioning including key theories, concepts, and scientific principles. Topics will include review of the structure and function of body systems, exercise physiology, biochemistry, anatomy, and biomechanics. Special consideration will be placed on how principles of strength and conditioning relate to various systems and client populations.

This course will focus on technologies that have been developed to reach human interests or goals related to a particular sport. It will focus on the types, and appropriate selection and use of technology by which sport performance coaches attempt to improve training and competitive surroundings and enhance overall athletic performance. The course will provide knowledge and application of using specialized equipment and the latest modern technologies to perform tasks more efficiently, such as equipment, athletic sports gear (clothing and footwear), advanced computer stimulations and motion capture.

This course will expose students to advanced methods in various venues of strength and conditioning. Current research and practice are examined for advanced training strategies in use at different levels of competition. Students will examine different methods currently in use in the field and discussed in the literature on selected topics and demonstrate appropriate implementation of advanced training methods. Additionally, this course will refine the students’ ability to construct an advanced training program designed to enhance performance in specific ways. The student will demonstrate the ability to critically analyze and alter a training program.

This course will discuss, in detail, scientific and practical applications of nutrition for sports. Integrated discussions spanning exercise physiology and nutrition on topics that relate to aerobic and anaerobic performance, health, weight gain, weight loss and recovery will be covered. Class assignments will broaden the student’s knowledge, writing ability and competence at both retrieving and summarizing scientifically-based information.

This course will introduce students to the various methods and strategies for improving performance in military, law enforcement, and fire department venues. Topics such as injury prevention and tactical job preparation will be discussed with students completing applied projects in selected tactical operations. Tactical fitness research and literature will serve as the content for developing professionals capable of supporting the tactical field with evidence-based practice.

This course will examine the science and history behind various advanced methods of recovery and regeneration techniques for the human body. The evidence will be reviewed in numerous topics including nutritional strategies, sleep habits, hydrotherapies, cryotherapy, sports supplementation, nutrient timing, and massage therapy. Through an evidence led approach, students will demonstrate the ability to evaluate and identify various types of fatigue, prescribe the appropriate regeneration modality, and periodize a recovery program based upon the principles learned in previous coursework.

This course addresses the many issues germane to experiential or clinical education in the healthcare professions by reviewing the design, implementation and assessment of clinical experience in the healthcare fields. Among the topics to be covered include supervisory policies and practices, communication, feedback, developing clinical expertise and reasoning skills, professionalism, student learning documentation and mapping, preceptor/supervisor training and development, and the role of entrust able professional activities, competencies and milestones in student clinician development.

This course examines a variety of assessment models and techniques used to evaluate student classroom performance, student clinical performance, instructor performance and educational programs. Students will design and execute assessment plans, interpret assessment data and develop continuous improvement plans.

Students will acquire the best evidence available and comprehensive appreciation for the many challenges, limitations, and opportunities in designing and implementing interprofessional education. This class will investigate the available literatures on IPE from around the world and across healthcare professions: what works, what doesn’t, what to expect, how to go about tackling the IPE challenge, and what to expect in the way of challenges.

This course will focus on presenting and analyzing contemporary social, political and economic issues surrounding higher education and the effects these issues have on healthcare education programs. Current challenges in healthcare education programs will also be explored. Students will learn how to successfully navigate the role of a faculty member in the higher education environment. A brief history of higher education will be included.

This course incorporates a learner centered approach to course development and instructional delivery based on the best evidence of how people learn. Students will demonstrate both traditional and innovative instructional techniques and strategies for teaching in didactic settings based upon the evidence-base of best teaching practices.

Students will learn how effective health professions curricula must integrate the basic and clinical sciences, connect didactic to experiential learning, be competency-based and time-variable, include andragogic underpinnings and approaches of delivery, and create meaningful program outcomes and assessment opportunities that verify quality and excellence. In addition timely issues such as the curricular incorporation of clinical experiences/education, the sociocultural aspects of healthcare, and pertinent accreditation issues and constraints for healthcare professions will be addressed.

This course explores the history and theory of instructional technology used in educational settings. Focus is on identifying, discussing and comparing various instructional technology utilized in the design and delivery of online, blended, and traditional classroom learning environments. Best practices of current instructional technologies applied in higher education classrooms are systematically designed, created, shared, and reviewed.

This course is designed for health and fitness professionals seeking to attain a higher level of mastery and work with cancer patients during and after cancer surgery and treatment and into survivorship. Participants will gain a complete understanding of the entire cancer process from diagnosis and treatment to reconstruction and survivorship. A unique and individualized programming to improve the patient’s ability to cope with the mental and physical stress following cancer diagnosis and treatment is emphasized. Completion of this course will lead to the Cancer Exercise Specialist® Advanced Qualification offered by Cancer Exercise Training Institute (CETI).

The purpose of this course is to examine evidence-based, objective measures of movement patterns, proprioception, flexibility, and strength required of individuals engaged in physical activity. Students will be exposed to injury prediction/prevention research and gain clinical skills in performing a comprehensive movement assessment. Factors contributing to movement dysfunction will be identified, and techniques for movement assessment will be outlined and discussed. Through a case-based format, students will formulate and present an intervention plan to address movement dysfunctions found during functional assessments that build on the basics and focus on movement constructs that will minimize future injury risk.

Leadership concepts related to current healthcare organizations are examined. Specific concepts, including communications, public relations, team building, negotiation, and conflict resolution are explored. Strategic aspects such as vision, viewpoint, and admission are included. Managing uncertainty is discussed in relation to healthcare organizations. Contemporary leadership challenges, communication strategies, ethics, and crisis communication are explored. Leadership functions and decision-making are analyzed.

This course is designed to help the learner gain an in-depth understanding of social determinants that influence health and well-being that include education, economic stability, health policies, access to healthcare, neighborhood environments, and social/community factors that impact health. Discussion of inequalities and health disparities will be considered along with evidence-based approaches toward mitigating health disparities.

This course focuses on international perspectives on health regarding healthcare, health practices, and systems issues affecting health in rural, urban, and suburban communities outside the US. The course is designed in a seminar/ field experience format where students participate in synchronous and experiential activities within the US and international communities. Students will complete needs assessments, applied health-related research, and interventions for communities in international venues. Strong emphasis on understanding health issues related to specific international communities and on establishing partnerships for studying international health.

In this course, students will explore concepts related to the development and use of standardized measurement tools. Important concepts for exploration include validity, reliability, responsiveness of the tool, confidence intervals, as well as likelihood ratios. Content and dates are subject to change. Last updated: December 13, 2023 9 Various forms of assessments, including patient reported outcomes and performancebased measures, will be explored along with their respective measurement concepts. Learners will critique measurement tools in their discipline and will explore the overall process for validating a measure. Further, learners will explore the potential reach of tools to populations or groups not tested.

Prerequisite: HS 710

This course provides an in-depth analysis of critical thinking, clinical and professional reasoning and decision-making as described in theory and experienced by practitioners. Students will engage in various independent and collaborative learning activities to critically appraise the evidence of different decision-making strategies, culminating in developing their own clinical reasoning practice statement. Students will explore their own reasoning, focused self-reflection, emotional intelligence, and personal/professional development and apply these analyses to current theories of clinical and professional reasoning. Developing a greater sense of professional self and systematic clinical reasoning and decision-making approach will facilitate students’ rational, accurate, and consistent care and management of patients and clients.

This course will familiarize students with the theory, development, and application of survey research design and methods. Students will learn the principles and practices of conducting survey research, including developing psychometrically sound accounting for and reducing sources of error, designing appropriate sampling strategies, assessing the reliability and validity of self-constructed questionnaires, administering surveys through various means, and analyzing and reporting survey research results. How to integrate qualitative inquiry with survey research to develop and conduct a mixed-method study, including writing results, will be emphasized.

Prerequisite: HS 722

This course will introduce the student to important epidemiological methodology/ concepts commonly used in evidence-based practice/medicine. The course will focus on the common observational designs, and common measures of disease frequency, risk association, and validity of diagnostic tests. The use and construction of receiver operating curves will be discussed. The course will also include an introduction into logistic regression and survival analysis methods in how they apply to disease outcomes/disorders. Students will conduct and apply basic epidemiological concepts using statistical software and learn how to design and develop. The student will be provided with information to aid in data collection and management.

Prerequisite: HS 710

The purpose of this course is to build upon the topics introduced in Biostatistics 1. This course will cover such topics as factorial ANOVA, ANCOVA, MANOVA, multiple linear regression and non-parametric group comparisons.

Prerequisite: HS 722

This course is the second in a two-course sequence on qualitative research methods that extends and elaborates on the topics covered in HS 720. Major approaches used in conducting qualitative research and the application of these methods to problems and phenomena in healthcare will be examined. The emphasis of the course is on the collection, management, analysis, and interpretation of qualitative data. Exploration and application of topics such as sampling, interviewing and observation techniques, data analysis methods, and reporting of qualitative research will be addressed. Evaluation and critique of research studies utilizing qualitative methods will also be examined.

Prerequisite: HS 720

This course provides a theoretical framework for interviewing approaches for various situations, types of interviewing formats (e.g. focus group, evaluation interview, cultural interview) and development of interview formats. Recording, analyzing, and reporting interview data, ethical and relationship issues, and research on interviewing methods.

Prerequisite: HS 720

This course provides students with techniques used to integrate quantitative and qualitative data, analysis and results based upon a mixed methods study design. Writing tips of a mixed methods publication is also included.

Prerequisite: HS 720

The purpose of this course is to build upon the topics introduced in Biostatistics 2. This course will cover such topics as logistic regression, advanced data cleaning procedures, advanced non-parametric methods, measurement tool reliability and development of data visualizations.

Prerequisites: HS 722 & HS 732

This course will seek an in-depth exploration and practice regarding the mechanics, design and construction of case series and single subject research designs in a healthcare environment. Students will develop and submit a single subject/case series research design related to individual dissertation topics or to relevant clinical questions.

Prerequisite: HS 712

Faculty-directed clinical, basic, or applied research practicum, which may include but not limited to review of literature preparation, human subjects committee proposal development, data collection, and presentation/manuscript preparation. Graded Pass/Fail.

This course will focus on the structure and function of the central nervous system. It is designed to provide a survey of the functional components of the nervous system and an understanding of the functional brain at a systems level; specifically integrate aspects of neuroanatomy with physiology to allow association of brain areas with the various functions. Items to be discussed include the areas and mechanisms of the brain that process sensory and motor information. The brain’s reaction to sensory input as well as the ability of the brain to adapt and change as a result of input will be highlighted. In addition, various diseases/injuries will be explored to provide an understanding of normal and pathophysiological brain function.

This course will serve to review, update, and synthesize evidence from the neurosciences as a foundation for clinical practice, as well as explore the fundamental principles, limitations, and clinical implications of the theories of motor control and motor learning influencing clinical practice. It will include the incorporation of constructs from motor learning and motor control theories into therapeutic intervention for individuals with a variety of movement problems resulting from neurological dysfunctions. Trends in models of service delivery: medical, educational, community, and social models, will be analyzed and approached from a modern evidence-based perspective.

This course is an advanced evidence-based diagnosis and screening course designed to facilitate highly effective clinical evaluation and accurate diagnostic decisions in orthopedic care. Advanced concepts of probability-based differential diagnosis and clinical reasoning strategies related to orthopedic practice will be presented. Current evidence of evaluation techniques and diagnostic tests for common orthopedic conditions will be explored and critically appraised. Pathology of the major body systems and regions will be described with current evidence-based practice diagnostic and screening standards.

This course will focus on exploring the ever-growing number of biomedical tests, tools, and technologies marketed for utilization along the continuum of orthopedic practice. The psychometric properties, appropriateness, and clinical utility, including validity, reliability, responsiveness, sensitivity and specificity of tools, tests, and technologies will be explored. Current evidence-based testing and technology recommendations and their application to various patient populations and orthopedic settings will be presented. Students will engage in a variety of independent and collaborative learning activities to critically appraise the evidence for the use of tools, tests and technologies for enhanced decision making in orthopedic clinical care. Students will gain knowledge, skills and abilities in the utilization and implementation of select novel specialized biomedical technologies in orthopedics to include markerless 3-Dimensional motion capture.

This course takes a learner-centered approach to enhance knowledge, skills, and abilities related to orthopedic surgical patient care. In this course, students develop advanced skills in the critical appraisal and the application of orthopedic surgical research findings. Current evidence-based surgical techniques and their implications on tissue healing, pre-and post-surgical rehabilitation, return to daily living/activity timelines and short and long-term patient outcomes will be presented. Students will engage in various independent and collaborative learning activities to critically appraise the evidence for surgical patient management from direct-access indications for imaging referral to pre-operative therapeutic care and discharge. Students will bring it all together by choosing a common surgical procedure and developing an up-to-date, evidence-based post-surgical rehabilitation protocol.

This course blends interprofessional education with global health perspectives for pediatric practitioners. Discussion and application of competencies and principles are prioritized to define and guide pediatric practice when caring for children in resource-limited settings, both locally and internationally. A framework is addressed for interprofessional training in cross-cultural competency, ethics, health equity, human rights, advocacy, capacity development, and partnership engagement. Using this framework, each student will develop and individually present a capacity-building project, including a needs assessment, from the perspective of a globally-minded, globally-competent practitioner.

A directed independent study option is offered to support a focused component in pediatric studies or pediatric research process not directly addressed in other courses. The focus, objectives, and activities are individually designed between the student and pediatric science concentration area director. The independent study option is offered during two online semesters but can be taken only once. (If taken for less than 3 credits, students must make up missing credits in other concentration courses.)

This course provides an overview of connective tissue injury including degenerative processes, healing, and rehabilitation implications. Understanding of the relationships among connective tissues such as bone, ligaments, cartilage, capsule, tendon and muscle on a micro and macro level will be emphasized. Sports injuries, issues of aging, and rehabilitation principles in special populations will also be included. These principles will be applied to treatment procedure choices in rehabilitation.

This course will expose students to cutting-edge topics in rehabilitation clinical practice to develop an integrative approach to selecting appropriate evidence-based therapeutic interventions. Emphasis will be placed on the therapeutic management of mild traumatic brain injury, cardiac conditions, and orthopedic injury. Students will analyze current research to examine evidence-based techniques, indications and contraindications, preventative measures, and operational protocols for interventions relative to progressing through healing and restoring normal function and a highly competitive state for physically active individuals. Treatment effectiveness, patient satisfaction, return to activity decision-making, and critical assessment of evidence concerning patient care will be emphasized.

This course focuses on examining and analyzing scientific principles related to the mechanical understanding of motor control and the human body in motion. Emphasis is placed on principles of motor control, mobility, stability, movement patterns, and neurodevelopmental progression for patients undergoing rehabilitation. The goal is to develop a sequential and progressive rehabilitation program based on current evidence centered on restoring movement through corrective techniques.

In this course the health issues of specific populations will be discussed, including gender and age specific populations, as well as one or two additional populations driven by class preferences. Additional populations may include shift workers, various ethnic groups, or religious groups. Health and well-being issues specific to each population selected will be discussed and explored and evidence-based strategies developed to address the issues for each population. The ecological model of health promotion will be explored. Class format will include lecture and small group activities.

This course provides the business and human rationale for wellness promotion, health education, and public health programs. Best practice for program design, implementation, and evaluation are examined as is the development and use of needs analyses, health risk assessments, and biometric measures to educate clients/patients and guide programming. Evidence based group and individual motivational strategies are included.

This course includes an overview of chronic diseases and associated risk factors. The effects of behaviors in the etiology and treatment of chronic diseases are examined. Emphasis is placed on the effects of modifying behaviors such as nutrition, physical activity, sleep, smoking, and alcohol use, as well as stress reduction. The role of exercise and diet in integrative lifestyle medicine is explored. Basic skills in exercise prescription and nutritional intervention strategies within the scope of practice are developed.

This course explores the principal theories of behavior that drive evidence-based practice in health/wellness education and coaching. Emphasis is placed on the determinants of group and individual behavior and behavioral economics in the context of health and wellness is included. Effective application of various theories to create education and/or interventions to alter behaviors of targeted groups or individuals is examined. Some synchronous sessions are required.

This course explores health promotion and wellness, social determinants of health, health education, and public health programs. The theoretical basis and the evidence supporting health and wellness coaching will be discussed. Theories of behavior change and wellness coaching will be evaluated. Coaching strategies to be developed include motivational interviewing, appreciative inquiry, and positive psychology. Focus will be placed on developing one-on-one practical coaching skills while emphasizing ethical and legal practice considerations. Several synchronous sessions are required.

This course provides an opportunity to practice and develop the health/wellness coaching competency required for teaching and practicing coaching. Knowledge and skills developed in prerequisite courses are synthesized and expanded. Emphasis is placed on the application of coaching skills, and practice sessions with feedback are included. Also included is the business of health/wellness coaching including ethics and legalities. A practical skills exam and several synchronous sessions are required. Prerequisite: WE 710

The use of complementary and alternative therapies in the context of health promotion will be explored in this course using an evidence-based approach. Topics introduced may include energy medicine (Reiki, Qi gong, healing touch), manipulative and body- based practices (massage therapy, reflexology, Rolfing, Trager bodywork, Alexander technique, Feldenkrais), or mind-body approaches (relaxation, hypnosis, visual imagery, meditation, yoga, biofeedback, tai chi, prayer). Class format includes lecture, small group work, and hands on activities.

This practicum course allows students to complete required coaching sessions while being mentored by an NBC-HWC certified coach. Emphasis is placed on mentorship oversight and providing valuable, proven tactics for new coaches transitioning to independent health and wellness coaches. Other topics including marketing, business development, social media, test preparation, and other higher-level coaching practice will be explored. This course is optional and not required to be eligible for the NBC-HWC exam.

Prerequisite: WE 711

^ Requires CTD Approval to take course