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The PhD in Health and Rehabilitation Sciences at The Ohio State University aims to train independent scientific researchers who will make meaningful contributions to their field in research-focused careers in academia, government, or industry.

The HRS PhD Program has a mission to develop transformative leaders at the forefront of scientific discovery with a vision to be a global leader in advancing scholarship and leadership by developing excellent interdisciplinary scientists.

HRS PhD students will become stewards of their science by applying rigorous and ethical scientific methods, and cutting-edge analytical approaches in a focused domain of science that aligns with their professional goals. Our graduates will lead their disciplines by engaging in life-long research.

Preparation for an academic career

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Valuable teaching and research experience prepares you for a wealth of opportunities

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Health Sciences Informatics, PhD

School of medicine.

The Ph.D. in Health Sciences Informatics offers the opportunity to participate in ground-breaking research projects in clinical informatics and data science at one of the world’s finest biomedical research institutions. In keeping with the traditions of the Johns Hopkins University and the Johns Hopkins Hospital, the Ph.D. program seeks excellence and commitment in its students to further the prevention and management of disease through the continued exploration and development of health informatics, health IT, and data science. Resources include a highly collaborative clinical faculty committed to research at the patient, provider, and system levels. The admissions process will be highly selective and finely calibrated to complement the expertise of faculty mentors.    

Areas of research:

• Clinical Decision Support
• Global Health Informatics
• Health Information Exchange (HIE)
• Human Computer Interaction
• Multi-Center Real World Data
• Patient Quality & Safety
• Population Health Analytics
• Precision Medicine Analytics
• Standard Terminologies
• Telemedicine
• Translational Bioinformatics

Individuals wishing to prepare themselves for careers as independent researchers in health sciences informatics, with applications experience in informatics across the entire health/healthcare life cycle, should apply for admission to the doctoral program.

Admission Criteria

Applicants with the following types of degrees and qualifications will be considered:

• BA or BS, with relevant technical and quantitative competencies and a record of scientific accomplishment as an undergraduate; 
• BA or BS, with relevant technical and quantitative competencies and a minimum of five years professional experience in a relevant field (e.g., biomedical research, data science, public health, etc.); or
• MA, MS, MPH, MLIS, MD, PhD, or other terminal degree, with relevant technical and quantitative competencies

Relevant fields include: medicine, dentistry, veterinary science, nursing, ancillary clinical sciences, public health, librarianship, biomedical science, bioengineering and pharmaceutical sciences, and computer and information science. An undergraduate minor or major in information or computer science is highly desirable.

The application is made available online through Johns Hopkins School of Medicine's website . Please note that paper applications are no longer accepted. The supporting documents listed below must be received by the SOM admissions office by December 15 of the following year. Applications will not be reviewed until they are complete and we have all supporting letters and documentation.

• Curriculum Vitae (including list of peer-reviewed publications and scientific presentations)
• Three Letters of Recommendation
• Statement of Purpose
• Official Transcripts from undergraduate and any graduate studies
• Certification of terminal degree
• You are also encouraged to submit a portfolio of published research, writing samples, and/or samples of website or system development

Please track submission of supporting documentation through the SLATE admissions portal.

If you have questions about your qualifications for this program, please contact [email protected]

Program Requirements

The PhD curriculum will be highly customized based on the student's background and needs. Specific courses and milestones will be developed in partnership with the student's advisor and the PhD Program Director.

The proposed curriculum is founded on four high-level principles:

• Achieving a balance between theory and research, and between breadth and depth of knowledge
• Creating a curriculum around student needs, background, and goals
• Teaching and research excellence
• Modeling professional behavior locally and nationally.

Individualized curriculum plans will be developed to build proficiencies in the following areas:

• Foundations of biomedical informatics: e.g., lifecycle of information systems, decision support
• Information and computer science: e.g., software engineering, programming languages, design and analysis of algorithms, data structures.
• Research methodology: research design, epidemiology, and systems evaluation; mathematics for computer science (discrete mathematics, probability theory), mathematical statistics, applied statistics, mathematics for statistics (linear algebra, sampling theory, statistical inference theory, probability); ethnographic methods.
• Implementation sciences: methods from the social sciences (e.g., organizational behavior and management, evaluation, ethics, health policy, communication, cognitive learning sciences, psychology, and sociological knowledge and methods), health economics, evidence-based practice, safety, quality.
• Specific informatics domains: clinical informatics, public health informatics, analytics
• Practical experience: experience in informatics research, experience with health information technology.

Basic Requirements & Credit Distribution

• 15 "core" quarter credits (5 courses)
• 8 quarter credits of Student Seminar & Grand Rounds
• 60 elective quarter credits
• 6 quarter credits practicum/research rotation
• 36 mentored research quarter credits (12 in year 1, 24 in year 2)
• Research Ethics

PhD in Population Health Sciences

Prepare for a high-impact career tackling public health problems from air pollution to obesity to global health equity to the social determinants of health.

The PhD in population health sciences is a multidisciplinary research degree that will prepare you for a career focused on challenges and solutions that affect the lives of millions around the globe. Collaborating with colleagues from diverse personal and professional backgrounds and conducting field and/or laboratory research projects of your own design, you will gain the deep expertise and powerful analytical and quantitative tools needed to tackle a wide range of complex, large-scale public health problems.

Focusing on one of five complementary fields of study at the Harvard T.H. Chan School of Public Health and drawing on courses, resources, and faculty from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, you will become well-versed in a wide variety of disciplines while gaining specialized knowledge in your chosen area of study.

As a population health sciences graduate, you will be prepared for a career in research, academics, or practice, tackling complex diseases and health problems that affect entire populations. Those interested in pursuing research may go on to work at a government agency or international organization, or in the private sector at a consulting, biotech, or pharmaceutical firm. Others may choose to pursue practice or on-the-ground interventions. Those interested in academics may become a faculty member in a college, university, medical school, research institute, or school of public health.

The PhD in population health sciences is a four-year program based at the Harvard T.H. Chan School of Public Health in the world-renowned Longwood Medical Area of Boston, Massachusetts. The degree will prepare you to apply diverse approaches to solving difficult public health research issues in your choice of one of five primary fields of study:

• Environmental health
• Epidemiology
• Social and behavioral sciences
• Global health and population

In your first semester, you and your faculty adviser will design a degree plan to guide you through the program’s interdisciplinary requirements and core courses, as well as those in your chosen field of study. After successfully completing the preliminary qualifying examination, usually at the end of your second year, you will finalize your general research topics and identify a dissertation adviser who will mentor you through the dissertation process and help you nominate a dissertation advisory committee.

All population health sciences students are trained in pedagogy and teaching and are required to work as a teaching fellow and/or research assistant to ensure they gain meaningful teaching and research experience before graduation. Students also attend a special weekly evening seminar that features prominent lecturers, grant-writing modules, feedback dinners, and training opportunities.

All students, including international students, who maintain satisfactory progress (B+ or above) receive a multiyear funding package, which includes tuition, fees , and a competitive stipend.

WHO SHOULD APPLY?

Anyone with a distinguished undergraduate record and a demonstrated enthusiasm for the rigorous pursuit of scientific public health knowledge is encouraged to apply. Although a previous graduate degree is not required, applicants should have successfully completed coursework in introductory statistics or quantitative methods. Preference will be given to applicants who have either some relevant work experience or graduate-level work in their desired primary field of study.

APPLICATION PROCESS

Like all PhD (doctor of philosophy) programs at the School, the PhD in population health sciences is offered under the aegis of the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Applications are processed through the Harvard Griffin GSAS online application system located at gsas.harvard.edu/admissions/apply.

OUR COMMUNITY: COMMITTED, ACCOMPLISHED, COLLABORATIVE

As a PhD in population health sciences candidate, you will be part of a diverse and accomplished group of students with a broad range of research and other interests. The opportunity to learn from each other and to share ideas both inside and outside the classroom will be one of the most rewarding and productive parts of the program for any successful candidate. The program in population health sciences provides these opportunities by sponsoring an informal curriculum of seminars, a dedicated student gathering and study area, and events that will enhance your knowledge, foster interaction with your peers, and encourage you to cooperatively evaluate scientific literature, while providing a supportive, collaborative community within which to pursue your degree.

As members of both the Harvard T.H. Chan School of Public Health and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences communities, students have access to the Cambridge and Longwood Medical Area campuses. Students also qualify for affordable transportation options, access to numerous lectures and academic seminars, and a wealth of services to support their academic and personal needs on both sides of the Charles River.

LEARN MORE Population Health Sciences Harvard T.H. Chan School of Public Health www.hsph.harvard.edu/phdphs

The Department of Population Health Sciences develops critically-thinking, creative, and collaborative research scientists that are passionate about improving healthcare for all. The doctoral program equips students with the knowledge and tools they will need to research and work alongside health systems, government agencies, non-profits, industry, and others pursuing improved health of populations.

Admission Deadlines

Application Deadline : The application for 2023-2024 admissions  to the Population Health Sciences PhD program has opened, and will close on November 30, 2023.

Successful applicants will find a close fit with a departmental  faculty  advisor who shares their research interests. The DPHS Education leadership team identifies potential matches early in the admissions process, so those offered admission to the program can be assured of a strong match with a faculty advisor. 

Also, please note that the  online degree application requires you to identify potential mentors from our department. You will have an opportunity to contact these potential mentors after you hear whether you have been accepted to the doctoral degree program.  

Some guidance on how to identify those faculty members. 

• What excites you in your research field? 
• What is a productive area that fits your values and your career plans? 
• Who is engaged in research that is complementary to your interests?

About the PhD in Population Health Sciences

The Duke PopHealth PhD program prepares researchers to formulate important research questions, design studies to answer them, organize resources to carry out relevant studies, and analyze the results to contribute scientific and policy insights. Our coursework, experiential learning, and professional development help prepare PhD students to be leaders in the population health field.

Our faculty are world-renowned for their expertise and strengths in the following areas:

• Health Measurement. Learn more
• Implementation Science. Learn more
• Health Policy
• Health Services Research
• Health Economics

Why Choose Duke for a PhD in Population Health Sciences?

The department, which is part of the Duke University School of Medicine, offers Ph.D. candidates a unique and rich setting in which to acquire that foundation and then use it to complete their studies and dissertation research. Ph.D. students can:

Access Duke's  PopHealth DataShare , which provides access and consultation to large data sets from federal and state government sources as well as a private insurer

Tap into Duke PopHealth’s partnerships with world-class institutions like  Duke Cancer Institute ,  Duke Clinical Research Institute ,  Duke Global Health Institute , and  Duke-Margolis Center for Health Policy

Connect with Duke PopHealth’s  Center for Health Measurement , the  BASE Lab ,  QualCore , and  INTERACT  (Implementation Science Research Collaborative) – which each offer specialized research support.

Enjoy proximity to Duke Health, which provides most of the health care in Durham County. Students can also connect with the Durham Veterans Administration Medical Center and  ADAPT Center .

• Student/Faculty Portal
• Learning Hub (Brightspace)
• Continuous Professional Development

Discover the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Sciences

Ph.d. program, ph.d. program overview.

At Mayo Clinic Graduate School of Biomedical Sciences, you’ll discover a unique research training environment of academic inquiry and scientific discovery, combined with exceptional intellectual and technological resources designed to help you achieve your highest scientific career goals.

Through the Ph.D. program, you’ll acquire a broad expertise in biomedical science with the opportunity to go deeper into your primary area of research interest.

year average time to degree

Best graduate school rankings

a top school for biological sciences as ranked by U.S. News & World Report

Guaranteed 5-year internal fellowship

includes full tuition, stipend, and benefits

Whether you’re preparing for graduate school or applying now, the Mayo Clinic experience for biomedical science Ph.D. students is different.

Program highlights:

• Research training by leading investigators in fields ranging from molecules to populations, all in the context of exceptional health care.
• Embedded within a top academic medical center, you’ll have access to clinical data from more than 6 million patient histories.
• A Career Development Internship program where senior students experience networking opportunities in career settings different from those of their research mentors.
• A national destination for research training of students from backgrounds underrepresented in science. Mayo’s NIH-funded IMSD is more than two decades old, and Mayo invented the NIH PREP concept.
• Join about 250 students who have access to 300+ faculty members in small class sizes.
• 87% of graduates since 1989 are employed in academia or industry.
• Three campuses in Minnesota, Florida, and Arizona with diverse research opportunities.
• Every student is awarded a fellowship for five years that fully covers tuition.
• Ph.D. students receive a stipend and health benefits.

See yourself here

Hear from students and faculty to get an idea of what it's like to learn here, live here, and be a Ph.D. student at Mayo Clinic College of Medicine and Science.

"I can be the scientist I want to be"

Choosing your area of specialization

You'll choose from one of eight  biomedical science specialty tracks within our Ph.D. Program. Track choice is indicated during the application process and confirmed after admission. But you'll be able to do research and learn in any Mayo laboratory that interests you, even if it's not within your track.

Perspectives on our Ph.D. Program

"Collaboration is massive here"

Collaborative research and learning environment

The hallmark of research at Mayo Clinic is the highly collaborative interaction that occurs between investigators in basic science and clinical areas. While each investigator has a competitively funded independent lab, collaboration with graduate students and staff across the institution is common. As a Ph.D. student, you’re free to select any Mayo mentor, regardless of which track you choose.

"Allowed me to build my own team"

Teaching opportunities

Tutoring and teaching opportunities are available and optional for our Ph.D. students. If you’re interested in developing these skills, serving as a tutor or a teaching assistant can help cement the knowledge you gain from your coursework.

Application window

Apply between Sept. 1 and Dec. 4 for the following academic year.

To get in touch with the Ph.D. Program, fill out the form on the Contact Us page .

Ph.D. and master's degree program catalog (2023-2024), rev. 5-11-23

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Explore our virtual visit options or sign up for a video chat to get a personalized look at our program.

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Health Sciences Integrated Program

Degree requirements.

Learn more about the program by visiting the Health Sciences Integrated PhD Program

See related Interdisciplinary Clusters and Certificates

Degree Types: PhD

The Health Sciences Integrated Program (HSIP) offers doctoral student training in multiple disciplines within the health sciences. PhD students can choose to focus studies on:

• Health and Biomedical Informatics
• Health Services and Outcomes Research
• Healthcare Quality and Patient Safety
• Social Sciences and Health
• Biostatistics

The PhD program builds upon existing master's degree programs in these fields and incorporates new areas of strength in measurement and health behavior. Doctoral students receive rigorous interdisciplinary training in the core content needed for population health research in the 21st century.

Each student develops an individualized course of study that draws on the broad and deep resources found in The Graduate School and the Feinberg School of Medicine. HSIP provides a strong academic foundation for students to excel in research that addresses processes and methodologies in the clinical and population sciences.

The ultimate goal of the program is to produce graduates who will be leaders in population health science with the ability to connect approaches and methods from multiple disciplines.

Additional resources:

• Department website
• Program handbook(s)

Program Statistics

Visit PhD Program Statistics for statistics such as program admissions, enrollment, student demographics and more.

Program Contact

Contact Erica Ramos Program Assistant 312-503-5533

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

The Health Sciences Integrated Program requires:

• Coursework (see track-specific requirements below).
• Two written Qualifying Exams and an oral defense.
• Teaching experience.
• Written Dissertation Proposal and an oral defense.
• Doctoral Dissertation and an oral defense.

Health and Biomedical Informatics Track

Informatics is the study of information: how you collect it, how you organize it, and how you use it to solve problems. Health and Biomedical Informatics is informatics applied to healthcare and biomedical research. This track contains many different sub-fields that use similar techniques and tools but apply them to different problem areas. 

Total Units Required: 13 or 13.5

The requirement for a grant writing course my also be fulfilled by taking DGP 496-3 Introduction to Life Science Research  in the Summer quarter for zero credit.

Other electives may be taken with adviser approval. 

Health Services and Outcomes Research Track

This track covers a multidisciplinary field of scientific investigation that studies how social factors, financing systems, organizational structures and processes, health technologies, and personal behaviors affect access to health care, the quality and cost of health care, and ultimately our health and well-being. Its research domains are individuals, families, organizations, institutions, communities, and populations. 

Total Units Required: 14.5

Other electives may be taken with adviser approval.

Healthcare Quality and Patient Safety Track

This track focuses on the knowledge, skills, and methods required for improving healthcare delivery systems in regard to quality and safety. The topics covered include: healthcare quality context and measurement, changing systems of care delivery, healthcare disparities, accountability and public policy, safety interventions and practices, health information technology, simulation and the sciences of teamwork, human factors, risk assessment methods, and leadership and governance. 

Total Units Required: 13

Independent study or other approved elective.

Social Sciences and Health Track

The educational mission of this track is to prepare its graduates for scholarly and research careers in patient centered outcomes, their mechanisms, and intervention applications via training at the scientific interface of biomedical and social sciences. Particular emphasis is placed on measurement of quality of life, behavioral and functional outcomes, applications that improve quality of life, health and health care at the individual and systems levels, as well as the developmental mechanisms that shape these outcomes across the lifespan. The overarching goal of this track is to train scientists who are experts in a particular area of patient-centered outcomes research (e.g. outcomes sciences, developmental mechanisms, behavior and health), while also developing proficiency in multiple areas of relevance to leading an innovative team. 

Other courses to fulfill the ethics requirement may be taken with adviser approval. 

Last Updated: September 12, 2023

Health Sciences Integrated PhD Program (HSIP)

The Health Sciences Integrated PhD Program offers cross-discipline training within the health sciences, spanning from informatics and program evaluation to implementation science and outcomes research.

Our program provides a strong academic foundation for students to focus on and excel in research that addresses processes and methodologies in clinical and population sciences.”

Neil Jordan, PhD HSIP Director

Students in this PhD program have the opportunity to choose a study track: Health & Biomedical Informatics, Health Services & Outcomes Research, Healthcare Quality & Patient Safety and Social Sciences & Health.

Program Length: 4 years

Program Size: Up to 6 students per year

Tuition: All students in good standing are offered full tuition coverage, a stipend and paid coverage in the Northwestern University student health service and insurance plan.

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Eligibility and Program Requirements

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Ph.D. in Health Sciences

Health Sciences is a rapidly changing and evolving discipline, requiring highly trained, critical thinkers to solve some of society’s most important health-related problems. By working with faculty from multiple departments/programs in the College of Health Sciences, the Ph.D. in Health Sciences will provide students with hands on basic, applied and translational courses together with research laboratory or field experiences needed to solve these health-related problems.

PhD in Health Sciences Goals

Goal 1: Develop a mastery of a body of knowledge in a substantive area

• 1.1 Students will demonstrate a breadth of knowledge in core principles across health science disciplines.
• 1.2 Students will use existing scholarship to advance their depth of knowledge in their field of health sciences.

Goal 2: Develop a mastery of rigorous research methods and applicable skills

• 2.1: Students will critically analyze and evaluate scientific information.
• 2.2: Students execute scientific methods to design and complete research.
• 2.3: Students apply statistical procedures to manage, analyze, interpret and respond to patterns and trends in quantitative and qualitative data.
• 2.4: Students will disseminate scientific solutions/evidence-based care practices through effective communication to multiple audiences.

The Ph.D. program in Health Sciences is organized into graduate specialization groups that include Communicative Disorders (CMD) Human Development and Family Science (HDF), Kinesiology (KIN), Nutrition (NUT) and Physical Therapy (PT). These graduate specialization groups are described in more detail below, along with the admissions and degree requirements for Ph.D. students in Health Sciences.

Program Requirements: A minimum of 64 credit hours post-baccalaureate is required for the Ph.D. including 18 credits for dissertation research. Required course work, research credits and dissertation credits depend on the preparation and study plan of the individual student. All degree candidates are required to prepare a Program of Study in consultation with their major professor and doctoral committee. Written and oral comprehensive examinations and a defense of dissertation are required.

Graduate Specialization Groups

Communicative disorders.

This specialization focuses on speech and language pathology. The doctoral program is designed to provide a formal course of training and advanced research in communication sciences and disorders that produces significant, original contributions to the professional discipline. Course work in research design, statistics and various out-of-department opportunities maximize the student’s ability to engage in original research and scholarship.

Concentration Specific Competencies include: 

• Display expertise in speech and language pathology.
• Critically assess major theories, trends, and debates in communication sciences and disorders.
• Develop skills used to choose appropriate research designs and statistical methods for answering health questions in the field of communicative disorders.
• Design rigorous and ethical research studies that examine theories or conceptual models relevant to communicative disorders.

Faculty that are currently accepting doctoral students in this specialization: 

• Dr. Alisa Baron and Dr. Vanessa Harwood – Joint Lab: Collaborative Cognitive Neuroscience Lab

Human Development and Family Science

This specialization prepares scholars to define problems and conduct innovative and rigorous research that informs policies and practices aimed at promoting the health and well-being of individuals and families. A central focus of the program is to develop skills to study the complex interplay of biological, developmental, interpersonal, and contextual determinants that protect and/or compromise the health and well-being of individuals and families across their life course. The doctoral program emphasizes integration and critical evaluation of research as well as the use of sophisticated methodologies that advance prevention and intervention approaches to better the lives of individuals and families across multiple social contexts.

Concentration Specific Competencies include:

• Display expertise in human development and family science.
• Critically assess major theories, trends, and debates in human development and family science.
• Develop skills used to choose appropriate research designs and statistical methods for answering health questions in the field of human development and family science.
• Design rigorous and ethical research studies that examine theories or conceptual models relevant to human development and family science.

Faculty that are currently accepting doctoral students in this specialization:

• Sue K. Adams
• Hans Saint-Eloi Cadely
• Katie Branch
• Melanie Sereny Brasher
• Skye Leedahl
• Nilton Porto
• Jing Jian Xiao

Kinesiology

This specialization prepares the next generation of researchers, scholars, teachers and professional leaders in the field of Kinesiology. This is done through formal coursework and through active engagement in research, departmental activities, interdisciplinary research seminars and in professional meetings at the state, regional, and international level. Faculty expertise includes exercise physiology, sport science, biomechanics and behavioral aspects of physical activity.

• Display expertise in Kinesiology.
• Critically assess major theories, trends, and debates in Kinesiology.
• Develop skills used to choose appropriate research designs and statistical methods for answering health questions in the field of Kinesiology.
• Design rigorous and ethical research studies that examine theories or conceptual models relevant to Kinesiology.

Faculty that are currently accepting doctoral students in this specialization on a case-by-case basis and depending on current projects and funding situation: 

• Dr. Alessandra Adami
• Dr. Ryan Chapman
• Dr. Susan D’Andrea
• Dr. Mark Hartman
• Dr. Christie Ward-Ritacco

This specialization prepares the next generation of independent researchers, scholars, teachers and professional leaders who are able to advance the field of nutrition science. 

Areas of focus in the department include: nutritional epidemiology, behavior change, global nutrition, community/public health nutrition, energy balance, maternal and child nutrition, food policy, and food systems and sustainability. The translation of this knowledge with respect to health, disease prevention and treatment is vitally important in today’s society. Nutrition scientists who have a PhD can be involved in research, education, industry, community and public health.

Graduate program faculty that accept doctoral students in this specialization: 

• Maya Vadiveloo
• Brietta Oaks
• Kathleen Melanson
• Ingrid Lofgren

Physical Therapy

This Specialization prepares the next generation of independent researchers, scholars, teachers and professional leaders who are able to advance physical therapy research and scholarship.

• Display expertise in Physical Therapy.
• Critically assess major theories, trends, and debates in Physical Therapy.
• Develop skills used to choose appropriate research designs and statistical methods for answering health questions in the field of Physical Therapy.
• Design rigorous and ethical research studies that examine theories or conceptual models relevant to Physical Therapy.

Mariusz Furmanek, PhD, PT, DPT – Dr. Furmanek’s research strives to understand the human neural control of movement, improve state-of-the-art technology and translate scientific findings into clinical applications such as physical rehabilitation, athletic training, and virtual engagement. More specifically, Dr. Furmanek’s research focuses on:

• Integration of multisensory information (vision, proprioception)
• Motor coordination in reach-to-grasp action
• Motor variability in both healthy and clinical populations
• Technology in rehabilitation, virtual reality (VR), robotics
• Evidence-based practice in rehabilitation and sport.
• Validity and reliability of functional measures in human performance.

Ellen McGough, PT, PhD – Dr. McGough’s research aims to improve physical performance and prevent mobility disability in adults with neurodegenerative disease and age-related impairments. Her research projects include:

• Applications of portable technology to assess mobility in older adults
• Development of a fall risk assessment battery utilizing body-worn sensor technology
• Data visualization to inform clinical decisions and patient education
• Exercise programs for people with neurodegenerative disease
• Train-the trainer models to improve function in people living with dementia

Christine Clarkin, PT, DPT, PhD – Dr. Clarkin’s research interest is focused on neuroscience and neurodegenerative diseases, specifically experience dependent neuroplasticity and the role therapy can take in shaping the rehabilitation of individuals with neurologic and neurodegenerative diseases.

• Validation of Wearable Technology in People with Parkinson’s disease
• Changes in neurotrophic factors as a biomarker in response to exercise in people with Parkinson’s disease
• Effects of Assisted vs. Traditional Cycling in a cohort of Healthy Adults
• Effects of Assisted vs. Traditional Cycling in a cohort of People with Parkinson’s disease
• Effectiveness of student-led community-based Parkinson’s Exercise Program (PEG) on improving function and quality of life of individuals living with Parkinson’s disease

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• Weill Cornell Medicine

PhD in Population Health Sciences

The PhD program in Population Health Sciences prepares students to be leading researchers in population health sciences: an emerging interdisciplinary scientific field that aims to improve population health by addressing the multiple determinants of health and health disparities across populations and seeks to improve healthcare delivery.

Our students are trained to investigate the social, behavioral, and biological determinants of health through measurement, design and evaluation of research studies that address the critical issues in health outcomes and delivery of healthcare services across diverse populations. Students receive didactic interdisciplinary training in biostatistics, data science, epidemiology, health informatics, and health policy and economics, as well as principles of population health sciences. Students also receive hands-on training in state-of-the-art data science methodologies such as machine learning that prepare students with cutting-edge tools to solve complex population health challenges.

Featuring a partnership between Weill Cornell’s Department of Population Health Sciences and the Population Sciences Research Program of Memorial Sloan Kettering Cancer Center (MSK), our students have the opportunity to work with internationally renowned and federally funded faculty in multiple areas including biostatistics & data science, epidemiology, health informatics, health policy & economics, outcomes research, and behavioral sciences; addressing multiple determinants of health and health disparities across populations and improving healthcare delivery are cross-cutting themes within these disciplines.

Graduates of the program are positioned for research careers in population health sciences, including postdoctoral positions and tenure-track faculty positions in population health at schools of medicine, public health, and public policy across the country. Population health scientists are also actively recruited by industry, including pharmaceutical, technology and consulting firms, as well as by governmental agencies, such as the National Institutes of Health (NIH), Centers for Disease Control and Prevention (CDC) and the US Food and Drug Administration (FDA).

Applicants to the program are expected to have a minimum of a bachelor’s degree, strong academic record, demonstrated research interest aligning with faculty members, and prerequisite coursework in statistics, calculus, and at least one computer programming or statistical programming language such as R, Python, or SAS. Candidates must apply for admission online.

Successful applicants will likely have a background in one of the following data-driven disciplines:

• Public Health
• Statistics or biostatistics
• Epidemiology
• Health or biomedical informatics
• Health policy
• Computer science
• Industrial engineering or operations research
• Quantitative social sciences such as sociology
• Mathematics
• Medical, genetics or natural sciences

Application materials will include academic transcripts from all post-secondary education, three letters of recommendation, CV/resume, and statement of purpose. Applicants are not required to take the General Graduate Record Examination (GRE exam). International Students who have not completed an academic degree in an English-speaking institution are required to take an English language proficiency exam. Applicants can demonstrate English Language proficiency using IELTS Academic, TOEFL iBT scores.

Applications for Fall 2024 is now open. The application deadline is December 1, 2023.

Program Requirements

Becoming a doctoral candidate.

In years one and two, students are required to complete required core coursework, participate in a credit-bearing colloquium, complete elective courses, and prepare for and complete their admission to candidacy exam (ACE). Students with advanced degrees may be able to complete the ACE after one year. Students will complete at least one 3-credit-hour research rotation directed by a faculty member before beginning their dissertation research, and can take up to 3 research rotations (9-credit hours) as appropriate. These research rotations will provide students an opportunity to broaden their understanding of population health sciences by participating in ongoing faculty research projects or completing an independent project under the guidance of a faculty member.

Students in the program take core and elective courses in their first two years of program. The core coursework includes:

• Biostatistics I with R Lab
• Biostatistics II - Regression Analysis
• Data Science I
• Data Science II
• Principles of Population Health Sciences
• Advanced Epidemiological Methods
• Introduction to Health Services Research
• Introduction to Health Informatics
• Responsible Conduct of Research
• PHS Colloquium series

Students are also required to take 7 elective courses, selected from existing WCGS advanced graduate coursework in biostatistics and data science (including artificial intelligence), health informatics, health policy and economics (including comparative effectiveness), and in computational biology.

PhD Research and Degree

Before beginning their dissertation research, each student will form a dissertation committee with a primary dissertation advisor and at least 3 internal committee members. The dissertation committee will evaluate the student's progress towards their dissertation every year during the dissertation phase.

The culmination of the student's successful progression through the program is the final examination (the "defense") and certification by the dissertation committee that the dissertation satisfies the requirements of the Graduate School for a PhD degree. Students are expected to complete this degree within five years of entering the program.

Program Leadership

Bruce Schackman, PhD, MBA - Program Co-Chair Jonine Bernstein, PhD, MS - Program Co-Chair Samprit Banerjee, PhD, MS - Faculty Director Elisabeth Brodbeck, PhD, MPH - Executive Director

Program Faculty

To learn more about the program, please contact us at [email protected] .

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Doctor of Philosophy (PhD)

Offered By: Department of Population, Family and Reproductive Health

Onsite | Full-Time | 4 years

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About the PhD in Population, Family and Reproductive Health Program

The emphasis of the PhD program is to integrate coursework in life course, population and core PFRH areas of interest with the application of a range of research methods to these areas. Doctoral program requirements also include a core set of courses that cover developmental, demographic and social science frameworks that represent common conceptual foundations for the work of PFRH faculty.

What Can You Do With a Graduate Degree In Population, Family And Reproductive Health?

Sample careers.

• Epidemic Intelligence Service Officer
• Senior Research Analyst
• Program Officer Evaluation Consultant
• Assistant Professor

Curriculum for the PhD in Population, Family and Reproductive Health

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue , explore all course offerings in the Bloomberg School  Course Directory . 

Areas of Interest

The Department's current areas of interest in the PhD program include:

• Child and Adolescent Health
• Maternal, Fetal and Perinatal Health
• Population and Health
• Women's, Sexual and Reproductive Health

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. This specific program also requires:

Prior Coursework

A general-level biology or biological science course

Standardized Test Scores

Standardized test scores (GRE, MCAT) are  optional  for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions.  Applications will be reviewed holistically based on all application components.

All full-time PhD students will receive the following support for the first four years of the program: full tuition, individual health insurance, University Health Services clinic fee, vision insurance and dental insurance.

The Department of Population, Family and Reproductive Health is committed to helping doctoral students finance their degree. Some funding is available through Training Grants and Departmental and School-wide scholarships and awards. Some examples are*:

Maternal and Child Health (MCH) Training Grant Violence Training Grant STI Training Grant

* Subject to Change

Doctoral students in the Department are encouraged to apply for outside funding sources to supplement their tuition awards. Students receive support through the Department's faculty, students and staff in submitting grants. For more information regarding funding through the School and outside of the School, please visit the Funding Opportunities page .

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU  starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help. 

Academic Program Manager Gilbert Morgan 410-614-6676 [email protected]

Academic Program Manager Kristen McCormick 410-955-1116 [email protected]

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Health Sciences (PhD)

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• Graduate Degrees
• Health Sciences (Ph.D.)

Become a health sciences educator, researcher or leader

Pursuing a doctoral degree in Health Sciences at the University of North Texas gives you a broad foundation in public health concerns, research and evaluation methods, and social policy analysis to meet the demands of a dynamic health services delivery environment.

Our faculty has a vast array of experience in a variety of health care delivery environments, and broad expertise in health care and health-related research and policy. The focus is on developing academic research scientists who are interested in contributing to the health services discipline through research, education and policy analysis.

PROGRAM DESCRIPTION

Health care systems are ever-changing and under constant pressure to improve the quality of care and outcomes for their consumers. Leaders in the current health care delivery environment seek a broad-based graduate education that offers the opportunity to assume a leadership role in diverse health care delivery settings that serves a broader spectrum of the population. This program provides a broad foundation in public health concerns, research and evaluation methods, and health and social policy analysis to meet the demands of a dynamic health services delivery environment. The Ph.D. program in Health Sciences (HS) provides opportunities for specialized expertise across several Concentration areas: Applied Aging and Rehabilitation Science, Audiology & Speech-Language Pathology, and Behavioral Analysis. Our core faculty has a vast array of experience in a variety of health care delivery environments and broad expertise in health care and health-related research and policy. The focus will be on developing academic research scientists who are interested in contributing to the health sciences discipline through research, education, and policy analysis. Graduates of the Ph.D. Program in Health Sciences will be prepared to function as educators, researchers, and leaders. You may find future graduates working as university faculty; health research policy analysts with government and non-profit agencies; or as health systems administrators in the public or private industry. The degree program graduates will be prepared to address research, education, service delivery, and policy challenges requiring an interdisciplinary perspective across various service settings.

Application Process

Fall 2025 priority application deadline is December 1, 2024. Applications that are submitted by the priority deadline will receive priority by the admissions team. Fall 2025 regular application deadline is January 31, 2025.

The UNT graduate application is a concurrent two-part process. All graduate applicants must apply to the Toulouse Graduate School as well as to the department where the graduate program is located. The application process is described below:

Apply to UNT

First, apply to the Toulouse Graduate School through the online Apply Texas application and pay the application fee.

Request Transcripts

Obtain your official transcripts from each college or university you attended. Transcripts must be sent directly to the graduate school. Official transcripts can either be sent electronically to  [email protected]  or mailed to:

Toulouse Graduate School 1155 Union Circle #305459  Denton, TX 76203-5017

International Students All international applicants to UNT must show proof of English language proficiency. More information is provided here

Apply to the Health Science Ph.D. program

Admission to the PhD program is a holistic process that includes a broad assessment of the applicant's background and potential for success. You will therefore need to provide the following information:

Complete the program application

Submit the following:

Statement of Intent that includes:

• Rationale for choosing the Health Science Ph.D. program
• Your short and long-term career goals
• Your qualifications and readiness for doctoral study, including research experiences and interests
• Discuss a specific area in Health Sciences on which you would like to focus during your doctoral studies

Current resume

Sample of previous scholarly work (may include prior research papers, published articles, written work that demonstrates research abilities)

Submit three letters of recommendation Letters should be from former professors and related professional supervisors that speak to your academic capability to be successful in a doctoral program. Must be submitted on appropriate letterhead with an original signature.

Letters should be e-mailed by recommenders to: [email protected]

Interview Completed applications received by the December 1 deadline are reviewed by an Admissions Committee and applicants may be asked to participate in an interview with faculty members as final step in the application process. Interviews are typically conducted in February, with offers of acceptance distributed by mid-February.

Proceed to Program Application

If you have any questions, please contact us at  [email protected]

General Degree Requirements

The minimum program for the Health Sciences Ph.D. requires 51 hours beyond the master's degree. Specific requirements include:

• 18 semester hours in foundation core courses covering health disparities across populations and various research designs and statistical analyses relevant in the field of health sciences
• 15 designated semester hours in the student's chosen concentration
• 9 semester hours of approved electives
• A minimum of 9 semester hours of dissertation

Prospective students should be aware that the Health Sciences Ph.D. is a traditional on-campus program with most classes scheduled during regular business hours. If you have any questions, please email [email protected] .

Health Research Degree Concentrations

Applied aging and rehabilitation science.

This concentration area is designed for the health science practitioner who is interested in making contributions to the discipline through research, while maintaining their focus on active engagement with vulnerable populations, such as older individuals and those with chronic illness or disability. In the current health care environment, the emphasis is on increasing quality, decreasing the cost of service delivery and on achieving positive, measurable outcomes that improve the health of vulnerable populations and that make services accessible and affordable. The program relies on a science-practitioner model to develop researchers, educators and leaders who will make a positive impact on the health care environment. AARS 6800 - Social Policies for Health and Aging AARS 6810 - Global Perspectives on Aging and Disability AARS 6820 - Community Integration and Participation AARS 6830 - Disability, Health and Functioning AARS 6840 - Organizations for Aging and Health Services

Audiology and Speech-Language Pathology

The mission of the Ph.D. with a major in health sciences research and a concentration in audiology and speech-language pathology (ASLP) is to prepare researchers, educators and leaders in the academic fields of audiology and speech-language pathology with an emphasis on interdisciplinary collaboration. This program focuses on developing competent researchers, educators and leaders to be at the forefront of knowledge for improving the overall quality of life of persons with speech, language and hearing disabilities. Graduates are expected to demonstrate advanced knowledge and technical expertise in addressing critical areas of research, education, service delivery, clinical practice and professional policy. Courses in the concentration include:

ASLP 6991 - Instrumentation in Speech and Hearing Sciences ASLP 6992 - Advanced Neuroanatomy and Neurophysiology of Communication, Audition and Vestibular Functions ASLP 6993 - Advanced Topics in Audiology, Speech and Language ASLP 6994 - Auditory and Language Processing in the Brain ASLP 6995 - Communication and Communication Disorders Across the Life-Span

The mission of the Ph.D. with a major in health sciences research with a concentration in behavior analysis is to train the next generation of behavioral scientists and scientist-practitioners to work across disciplinary boundaries to expand scientific understanding and capability and to solve socially relevant problems. Within the behavior analysis concentration, students can focus on a variety of research and application areas such as populations with learning differences (Autism and Developmental Disorders), social justice, teaching sciences, animal behavior, behavioral neuroscience, and behavioral health and contingency management. The program relies on a junior-colleague model to develop world-class researchers, educators, and leaders inside and outside the academy. Courses in the concentration include: BEHV 6010 - Survey of Literature in the Experimental Analysis of Behavior BEHV 6020 - The Conceptual Basis of Radical Behaviorism BEHV 6140 - Advanced Strategies and Tactics in Behavior Analytic Research BEHV 6200 - Behavior Analysis from a Systems Perspective BEHV 6410 - The Dissemination and Application of Behavior Analysis

Scholarships & more

The Department of Rehabilitation and Health Services in the College of Health and Public Service offers thousands in scholarships to students each year, including:

• Cora A. Martin Scholarship
• Rapoport/Friedsam Scholarship
• Harry R. Kendall Scholarship

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Request Info  

Apply now  , rehabilitation and health services.

the RHS mission is to prepare professionals to enhance the lives of diverse populations including the aging population, individuals with disabilities, substance use disorders and/or chronic health concerns through training in advanced research, education and service delivery, or clinical practice.

Our department is comprised of community engaged academics providing an education that reaches beyond the classroom.

  rhs.unt.edu   [email protected]   940.565.2488   Chilton Hall 218

PhD in Health Sciences | Admissions | The Aga Khan University   //

March 1983​​-2023

Doctor of Philosophy (PhD) in Health Sciences

Doctor of Philosophy (PhD) in Health Sciences​

​​The PhD progra​mme in the Faculty of Health Sci​ences (FHS) at Aga Khan University is central to its mission of producing research-based knowledge that is rele​​vant to the developing world and which will have impact. With this a​im in view,​ a ​​graduate programme in Health Sciences was implemented at AKU in Octo​ber 1999. 

The PhD in Health Sciences programme is accredited by the Higher Education Commission (HEC) in Pakistan. ​​​​This is an interdisciplinary and multidisciplinary programme with four specialities / streams. 

Biological Sciences ​| click here to watch

Clinical Sciences | click here to watch

Nursing ​| click here to watch ​

Population and Public Health | click here to watch ​

Admissions have clo​​sed for 2024-2025 cycle. The last date for submission of applications was March 14, 2024. ​

​Eligibility Criteria​

Following is the eligibility criteria applicable​​​ for 2024-2025.​ 

• ​Candidates must have 18 years of education including a MS / MPhil or equivalent degree in relevant field based on a minimum of 30 credits after 16 years of education. A minimum CGPA 3.0 (out of 4.0 in the Semester System) or First Division – 60% (in the Annual System) in MS / MPhil / FCPS / FRCP / equivalent degree is required. 

The University may request for additional documents to better understand and evaluate applicant’s eligibility as per University and regulatory body requirements. ​

Related Information​​

​​ Admission Information 2024-2025​

​ Research Title Form

Reference Letter​ ​​

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Sample Test Paper

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Biological Sciences

Clinical Sciences ​

​​ Population and Public Health

Pakistan's Leading PhD-HS

The Faculty of Health Sciences (FHS) at AKU offers a rigorous and multidisciplinary PhD programme designed to train candidates in research and innovation. The programme offers 4 streams under Health Sciences

​Office of the Registrar

Graduate Programme Admission Office The Aga Khan University ​​ Stadium Road, Karachi 74800​

Email: [email protected] Tel: +92 21 3486 5456 / 5173

• College of Health and Human Sciences
• Ph.D. in Health Sciences

Ph.D. in Health Sciences (Ph.D. HS)

The Doctor of Philosophy in Health Sciences emphasizes an interprofessional orientation to research and practice. It seeks to educate a wide range of individuals to teach, conduct research and practice in an ever more complex interprofessional world. It also seeks to respond to an increasing demand for faculty and practitioners who are prepared to function in fields grounded in information-driven, evidence-based practice.

Our Objectives

• Accommodate full-time and part-time students from a wide range of professional and education backgrounds
• Link students with faculty based on a student's career and research interests
• Use a hybrid model of online course delivery and strategic face-to-face (f2f) sessions
• Make it possible for students to plan their graduate experience by providing an Admission-to-Graduation template

Request more program information

NIU is accredited by the Higher Learning Commission .

Ph.D. in Health Sciences Cohorts

Every year we welcome a new group of students, or cohort, who will move through the program together.

Student Biographies

Meet Andrew Notebaert, Ph.D.

I enjoy the challenge of the interdisciplinary focus. I enjoy the idea of working with experts and students from various fields and backgrounds. Andrew Notebaert , director of the Ph.D. in Health Sciences program

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Ph.D. in Health Sciences Wirtz Hall 323 815-753-5108 815-753-6169 (fax) [email protected]

Koç University Graduate School of Health Sciences Master and PhD applications are open for Fall 2024

Our distinguished institution proudly offers Master and PhD programs to talented international students, all conducted in English.

Embrace the forefront of medical innovation and research as you delve into our specialized disciplines. From Medical Microbiology, Reproductive Biology, and Neuroscience to Global Health and Immunology, our programs are designed to shape leaders in the field of health sciences.

● MSc and PhD Medical Physiology ● MSc and PhD Medical Microbiology ● MSc Reproductive Biology ● PhD Reproductive Medicine ● MSc and PhD Immunology ● MSc and PhD Neuroscience ● MSc and PhD Cellular and Molecular Medicine ● MSc Critical Care Nursing ● MSc Global Health

Start your application process now!

29 Mar 2024

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Mandell PhD student research showcase: a celebration of student scholarship and research

• Wednesday, February 28, 2024

The Mandell PhD Student Research Showcase will be held April 5–6, 2024.

This annual one-day conference brings together students and faculty advisors and mentors from all tracks and years of the Health Sciences PhD program. The conference offers a unique forum for PhD students to present their research before a panel of judges, faculty and student colleagues and attendees and to network and collaborate with other students across the cohorts.

During the multitrack dynamic event, selected abstracts will be presented live and posters displayed. The event is designed to enable students to develop critical science communication skills and interact in engaging breakout sessions on developing their science, said Giselle Carnaby, PhD, MPH, FASHA, program director of the PhD in Health Sciences program and Mandell Endowed Professor.

Health Sciences PhD students are invited to competitively share their research and creative activity in four award categories, including:

• Best oral presentation of a research paper by a PhD student ($200)
• Best poster presentation by the lead PhD student ($200)
• Best collaboration between a faculty member, senior PhD student and junior PhD student ($300)
• Travel award to attend a major scientific meeting in the student’s area of interest ($300)

PhD students may register by filling out this form .

The program includes an optional evening gathering on April 5 ahead of the full-day program at the Academic Learning and Teaching Center that begins at 8 a.m. on April 6 and includes breakfast pastries and lunch. 

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GW Joins Study to Develop AI Tools for Health Disparity Research

The George Washington University (GW) School of Medicine and Health Sciences (SMHS) received a two-year, $839,000 grant to partner with the University of Maryland Eastern Shore (UMES) on the development of Artificial Intelligence (AI) tools to help frontline health care workers serving under-resourced populations. 

The project, “Trustworthy AI to Address Health Disparities in Under-resourced Communities,” or AI-FOR-U, is part of a larger $1,9 million grant Artificial Intelligence/Machine Learning Consortium to Advance Health Equity and Researcher Diversity (AIM-AHEAD) and the National Institutes of Health (NIH) to design a theory-based, participatory development approach for creating trustworthy AI tools for health disparities research. 

Leading the effort at GW SMHS is Qing Zeng, PhD, professor of clinical research and leadership, director of GW’s Biomedical Informatics Center (BIC), and co-director of Data Science Outcomes Research at the Washington DC Veterans Affairs Medical Center. Along with T. Sean Vasaitis, PhD, dean and professor in the UMES School of Pharmacy and Health Professions, researchers will develop and implement AI/machine learning algorithms to enhance the fairness and improve the ability to explain risk-prediction models. The resulting AI tools will then be evaluated through three clinical-use cases in the areas of cardiometabolic disease, oncology, and behavioral health as selected by community partners and their stakeholders. The team will measure the impact of the frontliners’ trust of the AI tools.

According to Zeng, the project will help address a concern in the biomedical research community about developing trustworthy AI tools to address diversity challenges in health care in both expert and stakeholders’ communities.  

“We will combine theory-driven community engagement with the application and testing of trust-enhancing algorithms in the tool development,” she said. “The clinical use cases outcomes will be driven and selected by our partners and stakeholders. In the preparation of the project, a few risk prediction models, have emerged as shared high priorities for our partners.”

The partnership pairs UMES-expertise in health disparities with GW’s success in AI development to improve health care decision-making while building opportunities to advance AI education at both institutions. Besides Zeng, GW members of the project team include: LaQuandra Nesbitt, MD, MPH, senior associate dean for population health sciences and health equity, Bicentennial Endowed Professor of Medicine and Health Sciences, and executive director of the Center for Population Health Sciences and Health Equity at SMHS ; Melissa Goldstein, JD, teaching associate professor at the Milken Institute School of Public Health at GW; Yijun Shao, PhD, associate director of data science of BIC and associate research professor; Linda Zanin, EdD, director of strategic partnerships at SMHS; and Senait Tekle, PhD, post-doctoral research fellow. 

Five UMES faculty members are working on the project with Vasaitis include: Timothy Gladwell, PharmD, associate dean for academic affairs and assessment and associate professor; Miriam Purnell, PharmD, chair and professor, Department of Pharmacy Practice and Administration, and program director, PBC Rural Health Disparities and Social Inequities; Yen Dang, PharmD, professor and director of Global Health; Omar Attarabeen, PhD, associate professor; and Jocelyn Reader, PhD, assistant professor.

The project team will work with seven community partners serving diverse populations from Washington, D.C., Maryland, and Virginia, including Black, Latino, and LGBTQ+ minorities, as well as people with lower socioeconomic status, and/or new immigrants in the region. The health care, educational, and community organizations participating include: Alexandria City (Virginia) Public Schools, Apple Discount Drugs, the Organization of Chinese Americans-DC, Saint Elizabeths Hospital, Unity Healthcare, Virginia State University, and Whitman Walker Health. The community partners will participate in focus groups, interviews, and community surveys. The partners’ patients, providers and administrators will provide input and feedback on the AI tools and their success at addressing health disparities.

“The continuing implementation of artificial intelligence in health care will have profound effects on both our methods of treating patients and on the development of solutions for many of our pressing issues,” Vasaitis said. “While we recognize the potential for great benefit inherent in these technologies, we also understand our responsibility to ensure that the use of AI does not increase health care inequity or lead to improper patient care through reliance on unrepresentative datasets. Additionally, there is a need to improve the AI user's understanding of how and why AI generates a response. We need to be able to trust the answers, and we need a way to judge how accurate the answers are likely to be. The AI-FOR-U project is designed to address these concerns by creating trustworthy AI applications that meet the needs of health care workers in underserved and underrepresented populations.” 

The AIM-AHEAD coordinating center is supported by NIH under OT2OD032581 to University of North Texas Health Care Center.

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Black History Month - Alice Mũthoni Mũrage

In this black history month series, we share the stories of black community members at sfu. in alignment with the  scarborough charter , sfu has adopted the theme “building connections for black flourishing” for 2024. read other stories, discover events and activities and learn more about  black history month at sfu ..

Alice Mũthoni Mũrage is a PhD candidate with the Faculty of Health Sciences, a Research Fellow with the Pacific Institute of Pathogens, Pandemics and Society (PIPPS) and a Dialogue Associate at SFU Morris J. Wosk Centre for Dialogue. She is also the Director of the African Ancestry Project, which she initiated in partnership with the BC Black History Awareness Society in 2020.

What are your research areas of interest?

I am particularly interested in an intersectional analysis of social determinants of health, as well as effects of health emergencies (e.g., COVID-19) on these determinants. The determinant I have recently been focusing on, and which will form my PhD research, is precarious work.

Work is central to access to resources that shape other determinants of health. It shapes the lives of most adults, yet this focus is still considered an emergent field of study. For my PhD, I will particularly work with the Black population in BC.

Why is it particularly important to research Black populations when it comes to health?

Black people in Canada are disproportionately affected by unemployment and underemployment; yet, a look into how race intersects with other social identities such as gender and immigration status to shape precarious work as a determinant of their health is understudied.

Can you tell us a bit more about your work on the African Ancestry Project?

I initiated the African Ancestry Project in 2020 and partnered with the BC Black History Awareness Society with the goal of creating a greater sense of understanding of the diversity of Black people in the province: our diverse histories, identities, and experiences, which is often overshadowed by shared experiences of racialization in Canada. I conducted community-engaged research and wrote a comprehensive report which is now freely accessible online and across public libraries in BC. As part of the project, I have also organized and facilitated public dialogues on the topic, including a youth dialogue series.

Over the years, I have been engaging the public on the project's findings and particularly during Black History Month, with audiences in community, academia, non-profit, and corporate. 

What projects are you working on through your research fellowship with   PIPPS?

As a Research Fellow with PIPPS, I work closely with Dr. Julia Smith on several projects with a particular focus on health and social inequities associated with the COVID-19 pandemic. We have examined how the Canadian government integrated the gender-based analysis plus (GBA+) into the country’s response to COVID by triangulating an analysis of COVID-19 policies with interview data. With a focus on pandemic experiences and recovery of frontline workers, I have contributed to research with recent immigrant workers in the accommodation and food services sector , health care providers, and educators  among others.

Most recently, I conducted research on experiences of women hotel workers in British Columbia in partnership with Canadian Centre for Policy Alternatives and UNITE HERE Local 40. I am currently working on a community research project in partnership with the Vancouver Aboriginal Friendship Center Society examining barriers and lived experiences of social workers supporting survivors of gender-based violence (GBV) in Metro Vancouver. Other research I am involved in include examining equity effects of travel and border measures between US and Canada during the pandemic and Long-COVID experiences and associated systemic challenges to accessing care.

I am also in the working group of the Understanding Precarity in BC Projec t where I am working in collaboration with other researchers in BC on systemic challenges and experiences of migrant care workers who come into Canada through the Caregiver immigration programs. ( Study poster )

My work mostly entails qualitative research and policy and context analysis. Context analysis includes an interrogation of historical and current social, economic, and political systems, and often entails an examination of processed data by agencies such as Statistics Canada and WorkSafe BC. My work is not only aimed at contributing to a greater understanding of health and social equity issues, but also advocating for progressive systemic changes to addressing these inequities.

Bouvé College of Health Sciences

Khoury college of computer sciences, health informatics.

The Master of Science in Health Informatics prepares students to successfully address the combined clinical, technical, and business needs of health-related professions.

Northeastern’s interdisciplinary Master of Science in Health Informatics program was the first master’s program in the field. Our students graduate with the knowledge of how technology, people, health, and the healthcare system interrelate; the ability to use technology and information management to improve healthcare delivery and outcomes; and the skills to communicate effectively among healthcare practitioners, administrators, and information technology professionals.

The MS in Health Informatics program is a collaboration between the Bouvé College of Health Sciences and the Khoury College of Computer Sciences. The program offers a flexibly designed curriculum for both part-time and full-time students, combining core courses in healthcare systems and management with elective courses that span vital topics across the industry. Students are able to choose classes based on their interests and backgrounds; students from the healthcare industry are introduced to new technologies. An advisory board of industry professionals provides expert guidance in the program’s development and ongoing curricular advancements—the program remains at the leading edge of advances in the industry.

This interdisciplinary master’s degree program is designed for healthcare professionals with limited computing and information technology experience, as well as IT professionals with little knowledge of healthcare environments.

• The  Personal Health Informatics Concentration includes courses such as Creation and Application of Medical Knowledge, Computer/Human Interaction, Biostatistics in Public Health, and completion of a Thesis or Capstone Project.
• Health Informatics (Without Concentration)  requires courses associated with Business Management, Health Informatics, Technical (such as Biostatistics and Public Health), and a Capstone Project.
• The  Health Informatics Analytics Concentration  is offered in conjunction with Northeastern’s College of Engineering , offering electives such as Computational Modeling and Structured Data Analytics for Industrial Engineering, Healthcare Systems Modeling and Analysis, and Data Mining in Engineering. Required coursework include courses associated with Business Management, Health Informatics courses, Technical, and a Capstone Project.

More Details

Unique features.

• This MS program is designed for students with no clinical or technical experience as well as for people with experience in either discipline.
• The program can be completed with no concentration, with a concentration in Health Informatics Analytics or in Personal Health Informatics.
• Flexible course schedules and formats meet the needs of both working professionals and full-time students
• Faculty for this program are senior leaders in the field
• Coursework provides an academic pathway to the PhD in Personal Health Informatics
• Research capstone project allows students to make an active contribution to the field
• Health Informatics program graduates have a nearly 100% job placement within three months of graduation
• The program is STEM certified

Program Objectives

• Understand how information technology, people, health, and the healthcare system interrelate
• Use information technology and information management concepts and methods to improve healthcare delivery and outcomes
• Communicate effectively among healthcare practitioners, administrators, and IT professionals, and understand each group’s needs and constraints

Career Outlook

Health informatics is a rapidly evolving field—one in which jobs are projected to grow by 23% into 2020. As the healthcare system evolves, the ability to integrate technology into patient care is becoming increasingly imperative, creating great demand for professionals with knowledge of health sciences, computer science, and information technology. Northeastern’s MS in Health Informatics graduates have gone on to hold positions as clinical, data, business, technical, application, and security analysts, as project managers, and as CIOs, CMIOs, and directors of many prominent companies. Recent graduates hold positions at Harvard Pilgrim Healthcare, Partners Healthcare, Beth Israel, Tufts Medical Center, Lawrence General Hospital, Humedica, and Verisk Analytics.

Testimonials

– sara khalil, ms ‘22, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application and fee
• Unofficial undergraduate/graduate transcripts; (you can submit official transcripts from all colleges/universities attended at the time of admission)
• Statement of purpose that should include career goals and expected outcomes and benefits from the program
• Recent professional resumé listing detailed position responsibilities
• Three confidential letters of recommendation
• Official TOEFL or IELTS examination scores (international students only)

International students are required to submit official transcripts to  World Education Services  for credentialing. Once you have received verification of your degree and transcript from WES, please forward to the address below.

Send all supplemental application materials to:

If you are mailing  from outside the U.S.,  please send your documents to:

Northeastern University Bouvé College of Health Sciences Applicant ID: XXXXXXX (insert your applicant ID number) Graduate Application Documents 360 Huntington Ave. Boston, MA 02115 USA

If you are mailing  from inside the U.S. , please send your documents to:

Northeastern University Bouvé College of Health Sciences Applicant ID: XXXXXXX (insert your applicant ID number) Graduate Application Processing Center P.O. Box 1434 Portsmouth, NH 03802 USA

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the Bouvé College of Health Sciences admissions process, policies, and required materials.

Admissions Dates

Applicants must submit the online application and all required admission materials no later than the stated deadlines to be considered for admission. Admissions decisions are made on a rolling basis.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

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Co-op makes the Northeastern graduate education richer and more meaningful. It provides master’s students with up to 12 months of professional experience that helps them develop the knowledge, awareness, perspective, and confidence to develop rich careers. In addition to the esteemed faculty, many students enroll in the master’s programs largely because of the successful co-op program.

Graduate students typically have an experiential work opportunity following their second semester. This could be a six- to eight-month co-op or a three- to four-month summer internship. Those who initially experience co-op may have the opportunity to seek an internship for the following summer, or vice versa.

Student participation in experiential education provides enhanced:

• Maturity, responsibility, and self-knowledge
• Technical expertise
• Occupational information
• Job seeking and job success skills
• Networking opportunities with those in desired career paths

Northeastern’s co-op program is based on a unique educational strategy which recognizes that classroom learning only provides some of the skills students will need to succeed in their professional lives. Our administration, faculty, and staff are dedicated to the university’s mission to “educate students for a life of fulfillment and accomplishment.” Co-op is closely integrated with our course curriculum and our advising system. The team of graduate co-op faculty within the Khoury College of Computer Sciences provides support for students in preparing for and succeeding on their co-ops.

These multiple connections make co-op at Northeastern an avenue to intellectual and personal growth: adding depth to classroom studies, providing exposure to career paths and opportunities, and developing in students a deeper understanding that leads to success in today’s world.

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

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By enrolling in Northeastern, you’ll gain access to students at 13 campus locations, 300,000+ alumni, and 3,000 employer partners worldwide. Our global university system provides students unique opportunities to think locally and act globally while serving as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Nursing and Healthcare alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Massachusetts General Hospital
• Boston Children’s Hospital
• Beth Israel Deaconess Medical Center
• Brigham and Women’s Hospital
• Boston Medical Center

What They Do

• Healthcare Services
• Business Development
• Community and Social Services

What They're Skilled At

• Patient Safety
• Healthcare Management

Learn more about Northeastern Alumni on  Linkedin .

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School of Public Health – Bloomington Bulletin 2024-2025

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• Master of Science in Kinesiology Degree (M.S.K.), Kinesiology Major
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Graduate Academic Programs

Master's degree programs, master of science (m.s.) in environmental and occupational health degree, description of program, degree requirements, special opportunities.

The Master of Science (M.S.) in Environmental and Occupational Health is a research-focused degree, designed to be completed in two years, with either a thesis or a graduate research project that is typically completed during the final year in the program. The M.S. in Environmental and Occupational Health degree will provide graduate students with training in important analytic and technical skills and cutting-edge research methods in environmental and occupational health. Students who graduate from this program will be prepared to enter the job market, where there are a wide range of opportunities in environmental health and related fields. Furthermore, this degree will prepare students to enter advanced graduate programs focused on research in environmental, occupational and other public health disciplines (PhD, DrPH), as well as other health-related academic and professional disciplines (MD, DO, DVM).

A minimum of 30 credit hours is required to complete this degree program. A minimum 3.0 cumulative grade point average (GPA) is required for graduation. A minimum grade of C is required in each course.

Public Health Foundations Requirement (0 credits) All new master's degree students must complete the Public Health Foundations online course no later than the end of their first semester of graduate study. Complete details and registration information for this course can be found  iu.instructure.com/enroll/MNG3L6

Environmental and Occupational Health Core: (15 credits)

Complete each of the following courses (12 cr.):

• SPH-E 651 Epidemiology (3 cr.)
• SPH-Q 501 Introduction to Statistics in Public Health (or equivalent)
• SPH-V 541 Environmental Health (3 cr.)
• SPH-V 692 Research in Environmental Health (3 cr.)

Environmental and Occupational Health Electives: (9 credits)

Complete 9 credits from the following courses (15 cr.):

• SPH-V 542 Principles of Toxicology (3 cr.)
• SPH-V 545 Exposure Assessment and Control (3 cr.)
• SPH-V 546 Risk Assessment, Policy, and Toxic Regulations (3 cr.)
• SPH-V 522 Global Environmental Health Issues (3 cr.)
• SPH-V 548 Environmental and Occupational Epidemiology (3 cr.)
• SPH-V 549 Public Health Biology (3 cr.)
• SPH-V 532 Foundations of Global Environmental Health (3 cr.)
• SPH-V 533 Human Health Assessment Methods in Global Settings (3 cr.)
• SPH-V 633 Field Research Methods in Global Environmental Health (3 cr.)
• SPH-V 635 Interdisciplinary Field Research in Global Environmental Health (3 cr.)
• SPH-V 691 Readings in Environmental Health
• SPH-V 5__ Other advisor approved Environmental and Occupational Health course at the 500-level or higher (3 cr.)

Required Research Option: (3-6 credits)

Complete one of the following courses:

• SPH-V 599 Masters Thesis (6 cr.)

          OR

• SPH-V 598 Graduate Research Project in Environmental and Occupational Health (3 cr.)

Multidisciplinary Electives: (3-6 credits)

Complete between 3 and 6 credits from the following courses, or from the Environmental and Occupational Health Electives above in addition to the required 9 credits above:

• SPH-E 653 Chronic Disease Epidemiology (3 cr.)
• SPH-E 655 Infectious Disease Epidemiology (3 cr.)
• SPH-E 658 Intermediate Epidemiology (3 cr.)
• SPH-E 659 Intermediate Epidemiological Methods (3 cr.)
• SPH-Q 502 Introduction to Statistics in Public Health (3 cr.)
• SPH-Q 602 Multivariate Statistical Analysis (3 cr.)
• SPH-V 625 Integrated Models for Environmental Health Research (3 cr.)
• SPH-V 650 Special Topics in Environmental Health (3 cr.)
• SPEA-E 536 Environmental Chemistry (3 cr.)
• SPEA-E 539 Aquatic Chemistry (3 cr.)
• SPEA-E 542 Hazardous Materials (3 cr.)
• SPEA-E 543 Environmental Management (3 cr.)
• SPEA-E 552 Environmental Engineering (3 cr.)
• SPEA-E 560 Environmental Risk Analysis (3 cr.)
• SPEA-E 562 Solid and Hazardous Waste Management (3 cr.)
• SPEA-E 564 Organic Pollutant Environmental Chemicals and Fate (3 cr.)
• BIOC-B 501 Integrated Biochemistry (3 cr.)
• BIOC-B 530 Macromolecular Structure/Function (1.5 cr.)
• BIOC-B 531 Biomolecular Analysis/Interact (1.5 cr.)
• BIOC-B 580 Intro to Biochemical Research (3 cr.)
• BIOL-M 550 Microbiology (3 cr.)
• EAS-G 576 Climate Change Science (3 cr.)
• GEOG-G 535 Environmental Remote Sensing (3 cr.)
• Others courses as approved by the faculty advisor  (3 cr.)

The Department of Environmental and Occupational Health is committed to promoting and protecting the health and well-being of human populations. Our department is comprised of diverse faculty who are engaged in multidisciplinary research, teaching and service in Indiana and globally. The research of faculty within the Department of Environmental and Occupational Health is broadly focused on understanding how environmental risks impact human health. We seek to provide students with the necessary skills and knowledge in toxicology, occupational health, and global environmental health to solve environmental health challenges locally and globally.

The M.S. in Environmental and Occupational Health degree will serve both a national and a state labor market need. The job outlook for environmental health scientists and specialists is strong. The Bureau of Labor Statistics estimates an approximate 11% increase in employment of environmental scientists and specialists from 2014 to 2024 ( bls.gov/ooh/life-physical-and-social-science/environmental-scientists-and-specialists.htm ). The Indiana Department of Workforce Development (DWD) estimates an 17.7% increase in jobs for environmental scientists and specialists, and a 16.4% increase in jobs for environmental science and protection technicians between now and 2024.

Students who graduate with an M.S. in Environmental and Occupational Health degree will be prepared to enter the job market where there are a wide range of opportunities. Individuals holding an M.S. in Environmental and Occupational Health degree are employed in virtually every sector of the workforce, including:

• State and local health departments, for example the Indiana State Health Department or Marion County Health Department
• Federal government agencies such as the Environmental Protection Agency, National Institutes of Health, Department of Health and Human Services, and the Centers for Disease Control and Prevention
• Pharmaceutical and chemical companies such as Cook, Bristol-Myers Squibb, Chevron Corporation, Corteva Agroscience, Dupont, and Eli Lilly
• International agencies and organizations such as the World Health Organization, Pan American Health Organization, United Nations Environment Programme, and World Bank
• Consulting firms
• National and global organizations such as the Bill and Melinda Gates Foundation, Kaiser Foundation, CARE, Save the Children, UNICEF, and the World Health Organization
• Academia, including medical centers and biomedical research laboratories

The research-intensive M.S. in Environmental and Occupational Health prepares students to enter advanced graduate programs focused on research in environmental, occupational, and other public health disciplines, (Ph.D., Dr.P.H.), environmental science, biology, and health-related professions.

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Pharmaceutical sciences faculty receives Excellence in Graduate Student Mentoring Award

College of Pharmacy and Allied Health Professions faculty member Joshua Reineke is the latest recipient of the South Dakota State University Excellence in Graduate Student Mentoring Award. 

Reineke was named recipient of the award at the 2024 Celebration of Faculty Excellence in February. 

Reineke is an associate professor in the Department of Pharmaceutical Sciences, teaching in both the pharmacy professional program and the pharmaceutical sciences graduate program in the areas of pharmacokinetics, drug delivery and polymer science and coordinating the graduate student seminar course and department seminar series. Reineke is also director of the Haarberg 3D Research Center. 

Reineke mentors graduate students in the pharmaceutical sciences programs, including Cindy Venegas Mata. Venegas Mata is a student in the pharmaceutical sciences Ph.D. program. 

“Dr. Reineke has been the consistent positive light in my Ph.D. journey,” Venegas Mata said. 

She noted that with Reineke as her graduate mentor, she always leaves his office feeling better than when she entered. 

“I believe he is the right person for this award because my experience is not unique,” she continued. “He truly cares about his students’ success in their Ph.D. and always keeps their best interest in mind.” 

The award for Excellence in Graduate Student Mentoring is given out each year to one outstanding graduate student mentor. Last year the award was presented to Darci Fink, an assistant professor in the Department of Chemistry, Biochemistry and Physics.

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statement of hypothesis about modular distance learning

Perceptions, Challenges and Effectiveness of Modular Distance Learning Approach to The Academic Performance of Humanities and Social Sciences (HUMSS) Students of Botolan National High School

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The COVID-19 pandemic has necessitated a significant shift towards modular distance learning in education systems worldwide. In the Philippines, the Department of Education has developed Self-Learning Modules (SLMs) to ensure quality primary education for all learners during the pandemic. This research study aims to identify the challenges and effectiveness of the modular distance learning approach on the academic performance of Grade 12 Humanities and Social Sciences students at Botolan National High School. Employing a descriptive research design, data were collected through a validated questionnaire and analyzed using weighted arithmetic mean, frequency, percentage distribution, and Pearson-r correlation. The study found that the majority of student-respondents were female, aged 17.31 years old, and achieved very satisfactory academic grades. The students perceived the modular distance learning approach as agreeable, with self-motivation being the most challenging aspect. The ability to express ideas was the most effective aspect, while the ability to answer without pressure was the least effective. The study found no significant relationship between student's perceptions of the modular distance learning approach and their academic performance. Based on the findings, the study recommends using the modular distance learning approach and developing policies to address students' mental health issues. Furthermore, further research is needed to investigate teacher readiness and technology competency, as well as other variables not covered in this study, to improve the effectiveness of the modular distance learning approach. The study demonstrates that despite the limitations caused by the pandemic, modular distance learning can be an efficient alternative to traditional face-to-face education.

Article Details

Comparative Analysis of Students’ Perceptions in Modular Distance Learning Approach Versus Face-to-Face Learning Approach of Mindanao State University – Sulu

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Teaching approach gives significant to the teaching-learning process for both teachers and students. Thus, the students’ learning depends on what the school’s application of most effective and attainable teaching approach especially in the time of covid-19 pandemic. With the implementation of the new normal education, the difficulties encountered among stakeholders because of an alternative learning delivery – modular distance learning being applied in order to facilitate and to continue to serve the good education in different schools in the country Philippines. With this, the study sought to determine the perceptions of the students in Mindanao State University –Sulu regarding their experiences during face-to-face learning approach and modular distance learning approach, to ascertain the factors that can affect face-to-face learning and modular learning as perceived by the students of Mindanao State University-Sulu. This also aimed to find out the significant difference of students’ perceptions in the two learning approach. This study utilized random sampling technique through launching a survey questionnaire in assessing the perceptions of the students in Mindanao State University –Sulu by at least ten percent of the total number of enrollees from the seven departments existing in the university campus academic year 2020-2021. The findings of this study revealed that students agreed that face-to-face learning approach gives significant and had much contribution to their learning while they have disagreed on modular distance learning approach. They also believed that there are factors can affect their learning either in face-to-face and during modular learning. There is a significant difference of students’ perceptions in face-to-face learning approach and modular distance learning approach that resulted to the rejection of the null hypothesis. This study recommended that principal/director should encourage and motivate the subordinates to achieve a certain task for the good of their school. He/she should conduct an orientation program to inform parents that they are partners of teachers in education in time of crisis. Principal/director should also be responsible for interacting with teachers, representative of other school, and other stakeholders to acquire the various materials and resources for the teachers and students. There should be a training/seminar programs for the benefits of his/her subordinates in achieving school’s goals. He/she should also give clear instructions to the teachers, parents that their primary role during Modular is to establish a connection and guide the students. Lastly, he/she should encourage teachers to adopt modular even during face-to-face classes.

Open Access Indonesia Journal of Social Sciences (OAIJSS) allow the author(s) to hold the copyright without restrictions and  allow the author(s) to retain publishing rights without restrictions, also the owner of the commercial rights to the article  is  the author.

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The research on the impact of distance learning on students’ mental health

Yinghua wang.

School of Basic Science, Zhengzhou University of Technology, Zhengzhou, China

Associated Data

The datasets generated during and/or analysed during the current study are available from the corresponding author on reasonable request.

The mental health of students learning online is a critical task for many countries around the globe. The research purpose was to analyse the factors affecting the quality of mental health of young individuals who learnt under conditions of not total lockdowns but adaptive quarantine restrictions. The research involved 186 volunteers from Zhengzhou University of Technology, 94 were first-year students, and 92 were fourth-year students. The experimental group involved first-year students, and the control group involved fourth-year students. An average age of the participants in the experimental group was 18.3 years, and in the control group, the average age was 22.4 years. The scholars conducted the research after four months of distance learning under the adaptive quarantine. The students could be involved in their usual entertainment activities and interpersonal communication outside the home. The Behavioural Health Measure, better known as BHM-20, was the core psychometric tool. The research finds that distance learning is less effective for first-year students than for fourth-year students because the former cannot effectively adapt and communicate in a new social environment, and develop trusting interpersonal relationships with fellow students and teachers. The research results coincide with other research on this issue and demonstrate a low degree of mental resilience during and after the pandemic. Previous research is not suitable for the analysis of the mental health of students under adaptive quarantine, including the freshmen, considered the most vulnerable group. The article will be useful for professionals interested in distance education in higher educational institutions, workers of socio-psychological services at universities or individuals involved in adapting curriculum materials for distance learning.

Introduction

The COVID-19 pandemic has had a great impact on the mental health and well-being of individuals around the world. While some citizens successfully adapted to the reality of the pandemic and societal lockdowns, others have suffered from mental health disorders caused by a new infection (Serdakova et al., 2023 ).

Moreover, access to mental health services has been severely impeded which had an impact on the mental health of individuals and significantly increased the risk of suicide (Gunnell et al., 2020 ). Most countries on different continents have introduced immediate and drastic protective measures in the fight against the spread of infection, such as closed borders, forced isolation, quarantine restrictions, and distance learning. On the one hand, the virtualization of the educational environment and distance education have reduced inequalities in poor rural regions and ensured equitable access to the education of the population. On the other hand, social isolation in the midst of the COVID-19 pandemic required a unique educational environment but it has caused an increased number of psychological disorders around the world and mental illnesses, including depression, obsessive-compulsive disorder, long-term episodes of counterproductive anxiety, and others (Clemente-Suárez et al., 2021 ). The unexpected shift from in-person to online learning has created a lot of problems for students, teachers, and administrators because many years distance learning has not been very popular in schools and universities (Brown & Carreno-Davidson, 2020 ). At the same time, protecting the mental health of students is vital for higher education because cognitive abilities directly depend on the psychological state of the student, which affects academic motivation, the level of aspirations, involvement in learning, and the emotional and volitional spheres.

As a stage of ontogenesis (human development), higher education may cause exacerbate mental health problems. Before the pandemic, research has primarily focused on student group relationships and campus living as the most common stress factors among students (Davis et al., 2021 ). The research finds that distance learning students report psychological problems more frequently than face-to-face learners, and it is important to analyse the factors that influence mental well-being in distance learning and help to focus on the problem identification related to the transformation of the face-to-face classroom to a virtual environment. The research is important for educators because the COVID-19 infection has not yet been completely defeated, and distance learning is already seen not only as a necessary measure but also as a way to simplify access to education around the world and in China in particular.

Literature review

Since the first cases of COVID-19 were detected, countries’ authorities have tried to find possible measures and ways to fight the pandemic around the world. Face-to-face and autonomous learning systems were replaced by distance learning platforms, and it became a significant factor of mental tension while adapting to new conditions in all areas of life and influenced by inadequate communication at the interpersonal level.

Distance or online learning is the method which helps to prevent the spread of COVID-19, but it has a negative impact on the mental health of higher education students. The main problems experienced by students include anxiety, mild and severe stress, social media fatigue, and depression. At the same time, the symptoms are not always caused by mental health problems (Grigorkevich et al., 2022 ).

The literature analysis revealed the impact of distance learning on the mental health of students and showed that the most sensitive aspects included inadequate time management, the lack of a full-fledged adaptation strategy, the development of digital technologies in a new way, the burden to ensure the quality of new material learning, as well as concerns about the impossibility of funding educational activities under the COVID-19 conditions (Aditya & Ulya, 2021 ).

Some scholars have focused on fear as an emotional response of teachers and students to the distance learning model. The research confirmed that COVID-19 as a global social phenomenon increased the feeling of fear in different areas of life. First of all, it is the fear of being isolated from the family, the fear of academic failure, and the fear of losing social relationships (Al-Maroof et al., 2020 ). At the same time, modern online learning differs significantly from emergency distance learning, influenced by the mental tension decrease, in which addiction as a form of adaptation plays an important role. Under the pandemic restrictions and conditions, universities will adopt mixed or blended formats, since the problems of distance education are turned into educational opportunities. Distance learning allows easy access to education, development of different forms and methods of control, and adaptation and revision of inadequate university programmes (Adedoyin & Soykan, 2020 ).

The mental health of teachers is a part of the discussion devoted to the ecological environment of distance education. A sample of Pakistani and Malaysian teachers was used to analyse the parameters such as teacher self-efficacy and the quality of distance education. The research found that the mental well-being of teachers was a significant factor in ensuring academic success (Guoyan et al., 2021 ).

In Germany, scholars discuss the importance of psychological assistance provided by educational institutions during the crisis at the initial and final stages of distance learning. The attention of the German sociological and psychological services is on the well-being of students and burnout caused by nervous breakdown or inability to continue effective training under the COVID-19 restrictions.

In Germany, mental illness prevention strategies are introduced for first-year students who find it difficult to move into a new social environment despite the distance format. The transition to a new environment causes a high-stress level due to psychological tension, anxiety and increased learning requirements compared to previous school years.

An academic overload and a low level of knowledge among first-year students lead to learning problems, especially in specialised disciplines. Moreover, social and psychological aspects are important, such as mental exhaustion at the stage of admission, the development of new interpersonal relationships, and getting used to the university system of education and assessment (Schindler et al., 2021 ).

The factors mentioned above suggest that education during the first year of study based on the distance learning system can be more difficult for students in a situation when one problem is replaced by another. Cross-sectional research on the mental well-being of European students during the first wave of COVID-19 in May 2020 found that all university students (regardless of the year of study) had poorer mental health than before the pandemic. However, the mental health variable correlated with the belief (irrational belief) that the national government ensured effective management of the epidemic at the municipal level and reduced the risks of infection and negative macroeconomic outcomes (Allen et al., 2022 ).

The spread of the virus, long-term preventive measures and changes in daily routine have led to psychological problems such as anxiety, confusion, social deprivation, and depression. The chronic stress caused by the ongoing pandemic has a profound impact on a sharp and sustained decline of the psychological support that helped individuals cope with failure, emotional problems, disappointment, frustration, and preventing negative emotional experiences, namely resilience, optimism, psychological flexibility, and social relationships (Moroń et al., 2021 ). In China, the effectiveness of psychosocial support and the impact of COVID-19-related stressors on mental health have been investigated.

In Chinese realities, the concept of Psychosocial Support means family and social support in construct to Europe where it involves socio-psychological services.

Moreover, the assessment of the mental health of the respondents was based on the symptoms of depression and loneliness.

The scholars considered that the authorities should focus on the stress that followed the pandemic, as a serious threat to life and well-being, and the risk of infection with new and poorly researched diseases. However, the fear of infection as an independent variable was not correlated with either loneliness or depression, leading to heated debates about the impact of the pandemic on human mental health and well-being (Wang et al., 2022 ).

The COVID-19 pandemic has led to higher rates of mental disorders among the Chinese population. Many individuals have experienced increased resilience during the pandemic as a post-crisis change which had a positive impact not only on the population but on the healthcare system in the country (Zhang, 2022 ).

Restrictive measures under the quarantine have no impact on the cognitive performance of the population on different continents. However, complaints about cognitive decline increased significantly during the pandemic. High quality of life before the period of social isolation is the main factor that influences psychological disability, such as depression, anxiety, low-stress tolerance, ineffective self-regulation, and cognitive complaints (Nogueira et al., 2022 ). Reducing the negative consequences is important for young people in higher education during distance learning.

Problem identification

Only a limited number of publications covered the mental health of students during distance learning and discussed the problems faced by the post-COVID societies. This issue is of particular importance if the governments do not consider distance learning as a vital point and the only possible preventive measure against the spread of a deadly disease. The research purpose is to assess the psychological health of students learning online and investigate the factors that affect the mental health of students. Many scholars analyse the behaviour and psychological problems of schoolchildren, their parents and schoolteachers, paying less attention to the university environment.

This article considers age as the main factor to assess the opportunities and effectiveness of distance education for promoting the mental health of Chinese students in higher education. New experimental data will strengthen the debates about the opportunities promised by online education. After the weakening of quarantine measures, distance learning was no longer mandatory. This fact allowed the scholars to consider distance learning as an alternative form of education for the adult Chinese population who have already mastered social skills at earlier stages of ontogenesis and have maintained working, friendly, and romantic relationships with other people.

The scholars will complete the following tasks, such as identify the most appropriate psychometric tools to assess the quality of the student’s mental health learning remotely under weak isolation conditions; identify a sample size of first-year and fourth-year students to compare the mental health of those who entered the university and those who had experience learning online in a higher educational institution. Moreover, the research will compare the statistical data of two groups and test the null hypothesis. In this article, mental health is evaluated under conditions of adaptive quarantine, during which students have access to mobility, interpersonal communication outside their home, and quality leisure activities, which become possible due to mass vaccination and economic feasibility.

Methods and materials

The BHM-20 methodology can help to assess mental health and the psychotherapy progress used as the main diagnostic tool (Kopta et al., 2015 ). This technique is a 20-item questionnaire that evaluates three components of healthy behaviour: well-being (stress, life satisfaction, and motivation); psychological symptoms (depression, anxiety, panic disorder, mood changes caused by bipolar disorder, eating disorder, substance abuse, suicide intentions, and risk of violence); life activities (work and study, intimate relationships, social relationships, and enjoyment of life).

The full technique name is Behavioural Health Measure often used in a short form BHM. This technique can be used remotely without the direct participation of a psychologist because the respondent can insert answers using a computer or gadget, and the average time to complete the questionnaire is about three minutes. This tool is used in behavioural health clinics of primary health care (Bryan et al., 2014 ). The test consists of 20 statements rated by respondents where 0 points mean Strongly Disagree and 4 points represent Strong Agree .

The maximum total score of psychological well-being, without the suicidal scale, is 80 points, and the minimum score is 0 points, which means deep mental exhaustion. The scales do not have a separate gradation, and it means that the scale showed the overall score of mental health. Moreover, BHM-20 allows additional screening of suicidal thoughts and impulses, and it is considered six times better to identify suicidal intentions in primary care than the standard interview method. However, the research does not make use of this method, because it is secondary in importance to clinical psychological care.

In many cases, BHM-20 is used for primary psychological counselling at a certain number of higher education institutions, including Harvard University, the University of Minnesota, Indiana University, the University of Florida, and others, making this psychometric tool effective for data analysis. The tool is appropriate for adults aged 18 + with normal or high intelligence (Bryan et al., 2014 ). Express methods with a high level of reliability exist in modern methodology including BHQ-20 (Behavioural Health Questionnaire) with similar scales. The technique’s reliability was evaluated using four samples of different age groups, showing high results during the initial testing. Moreover, the high correlation between the scales in the BHQ-20 method indicated the presence of 1 key parameter of mental health. The analysis finds that the BHQ-20 is a reliable and valid mental health questionnaire, even though the number of questions is small (Kopta & Lowry, 2002 ).

Participants

The experimental group of first-year students included 94 individuals (38 females and 56 males) aged 18 to 19 years interested in this research. The control group of fourth-year students consisted of 92 individuals (48 females and 44 males) aged 21 to 23 years. All respondents had prior distance learning experience because the experiment was conducted during the second half of the academic year when both groups learnt for four months under adaptive quarantine. The distance learning experience differed across groups because for first-year students it was similar to their school experience while the control group actually continued professionalization, first under conditions of total quarantine, and then under conditions of adaptive quarantine.

Study design

This research was easy to organise and manage because it was conducted remotely and involved first-year and fourth-year volunteers of Zhengzhou University of Technology. The respondents received instructions in real time and proceeded to complete the electronic questionnaires on the Google platform at the agreed time on their personal computers. The preliminary briefing was conducted in the format of an online conference on ZOOM. The results were sent directly to the experimenter’s computer, entered into a common table, processed, and also remained anonymous. Although the participants logged in via e-mail in a Google form. In fact, the Google form presented to the respondents repeated the questions from BHM-20, greatly simplified the collection and processing of data. The well-structured methodology supported the high motivation level among the participants, immersed in the psycho-diagnostic process. The students were not informed about the research objective, which was the impact of distance learning on the mental health of young individuals. It helped the scholars to ensure the experiment’s purity and avoid bias. Moreover, all respondents could review the methodology results. The primary data processing did not take much time and the experimenter move quickly to statistical analysis.

Data analysis

Data processing was carried out using the SPSS Statistics 22 programme. To test the research hypothesis, the popular nonparametric Mann-Whitney U-test for independent samples was used. It helped to assess the statistical homogeneity of the two samples and ensured the significant differences.

Research limitations

The research had several limitations. First, the BHM-20 is a fast test without subscales. Second, the single-item suicide risk scale was not used in this experiment because this factor is usually used for the pre-responses analysis only. Third, the mental development of first-year and fourth-year students differs due to age differences and life experience, which can affect the level of mental health. Fourth, the BHM-20 method, considered an individualised one, does not have any gradations of Mental Health Normality , which limits the possibility of using this psychometric tool for large-scale research. Fifth, both samples involved volunteers only. The research did not capture the required social section of the population. Sixth, the BHM-20 was originally developed to assess the progress of individual psychotherapeutic performance. It heats the debates about the lack of standardised tests to assess the overall mental health of an individual. Tests without subscales would simplify the assessment of the impact of distance education on the mental health of Chinese youth.

The unprecedented nature of this pandemic has caused several risk factors and events not explored in this research. The overall physical health, physical training, domestic abuse, violence, and mental health problems experienced by individuals caused by the pandemic were not examined. All indicators used in this research are self-reported, so the scholars consider that some respondents may be apt to provide truthful or false answers, which therefore could influence negatively the results.

Ethical issues

This experiment was based on high ethical standards because both samples involved volunteers and their identity was kept anonymous. Some students received feedback from the researcher on an individual basis. The experiment goals were not disclosed to the participants. The students were informed about some goals without going into detail including information about voluntary mental health monitoring. The experimenter did not benefit from the research and all the financial expenses were covered by Zhengzhou University of Technology.

The research usefulness function was realised in full because distance learning under adaptive quarantine was introduced not only in China but in Europe. This is an important factor because the pandemic has not yet been completely defeated despite the mass vaccination programmes. The use of distance learning in higher education institutions, considering mental health, has been still questioned. The research finds drawbacks in policy development especially when distance learning is proposed for first-year students who integrate into a new social environment and acquire new skills and master knowledge.

This scientific discussion is of exceptional social significance, allowing academic institutions to balance live communication in the classroom and the mental health of students who experienced an academic overload. There was no risk to the physical and mental health of freshmen. Moreover, monitoring was used as a self-report measure and forced respondents to pay attention to their mental health and analyse their overall mental conditions over the past two weeks.

The results processing started with the analysis of the mean values for groups, which made it possible to produce high-quality primary research. At this stage, significant differences between the groups were manifested. Significant differences were found in the median of grouped data, and minimum and maximum values. So, the average value in the experimental group of first-year students was 35.14 points out of 80 possible points, while in the control group of fourth-year students this indicator was higher and reached 52.66 points. The data is available in Table  1 .

Primary Data Analysis

If the minimum value of the BHM index in the group of first-year students is 10 points, then in the control group it is already 33 points. The difference illustrates the high vulnerability level of former school students and a need for adaptation and effective use of psychological resources during the transition period, from one social environment to another. At the same time, the maximum intragroup values are similar. In the experimental group, the BHM score did not exceed 61 points, while in the control group, the highest value was 74 points out of 80 points. The standard deviation is lower in the group of fourth-year students, which suggests a higher homogeneity in the assessment of psychological well-being.

It proves the significance of the socio-psychological services at the stage of adaptation of first-year students so that the students can receive professional support and focus on the educational process. These strategies should be introduced into practice under adaptive quarantine. For example, one of the possible interventions is support groups organised once a week and conducted by a professional psychologist online.

The second stage of data processing involved a comparison of samples to identify the statistical differences. The classical Mann-Whitney U-test for independent samples was used. The analysis revealed that there were statistically significant differences between the groups. The data are available in Table  2 .

Secondary Statistical Analysis

The results reveal that the integrated value of BHM in the groups of first-year and fourth-year students is significantly different because an extremely low level of statistical error was detected, namely - p = 0.000 with admissible p = 0.05. This result suggests that the psychological well-being of fourth-year students is more stable compared to first-year students. The research considers that distance learning is not the only factor affecting the mental health of the respondents from the experimental group. The scholars assumed that psychological problems experienced by students were caused by many factors including adaptation processes to distance learning, personality crises and academic overload. The results showed that distance learning for first-year students was less desirable than for the fourth-year respondents. It is difficult for the socio-psychological service workers to support students and provide psychological help online, detect emotional burnout, apathy, and depressive episodes in a distance learning format. This research showed that age and the year of study significantly affected the mental health of students learning online.

Empirical research in South Africa illustrated that university professors failed to deliver adequate psychological support to isolated students. Students relied heavily on the support of both the administrative and academic staff when it came to the learning process. As a result, the high work stress felt by teachers was added to the high academic stress of students, which increased the risk of emotional burnout and nervous exhaustion in both groups (Poalses & Bezuidenhout, 2018 ).

Distance learning sabotage denial to accept a new academic environment increases the likelihood of mental disorders and reduces the cognitive abilities of schoolchildren whose parents are against this form of teaching (Davis et al., 2021 ). Distance learning under total lockdowns can cause a sense of learned helplessness with online learning technology, and worsen the quality of mental health of students of different age groups. The factors that may eliminate the negative consequences are academic motivation, reduced fatigue and a loss of interaction that cannot be restored with any online conferences (Garcia et al., 2021 ).

The U.S.-based University conducted a multi-thousand online survey involving undergraduate and graduate students based on standardised scales for assessing physical health and anxiety, as well as additional multiple-choice questions and open-ended questions about stressors and coping mechanisms under the pandemic restrictions. The results showed that half of the respondents experienced an increased level of depression and anxiety. At the same time, less than half of the participants indicated that they coped effectively with the stress factors caused by online learning and the threat of infection (Wang et al., 2020 ).

In Malaysia, the mental health of students during distance learning was evaluated using the DASS-21 methodology, designed to assess the depressive-anxiety stress factors. The questionnaire analysis showed that 30% of students in vocational schools experienced severe or extremely severe depression, 41% had anxiety, and 20% had chronic stress. At the same time, the biological sex of the respondent had a significant impact on anxiety. The research suggests investigating and combining distance learning with face-to-face education and practical work experience within the curriculum (Ahmad et al., 2022 ).

The results comparison of the mental state of students in full-time and distance learning was performed in Eurasia. This research assessed satisfaction with academic performance and the severity of depression and anxiety symptoms. The results showed that the prevalence of depressive symptoms and anxiety among students was higher during distance learning, compared with similar results obtained during full-time education. Moreover, the research results showed that the sudden transition from one learning environment to another was a major cause of chronic stress, which led to a high prevalence of depressive symptoms and anxiety among students (Lyubetsky et al., 2021 ).

In Italy, the impact of long-term online learning on the mental health of students was also researched. The second (control) experiment used the same sample and conducted the research over six months. The results reveal significant differences on scales such as students’ connection with other students and teachers, workspace organisation, and boredom between lessons. Moreover, the results show significant correlations between student academic development and the quality of distance learning, course adaptation, workspace arrangements and communication with other students and teachers, and between students’ emotions and communication with other students and teachers (Baltà-Salvador et al., 2021 ). The research finds that the social relations in distance learning can be an additional psychological resource for students that should not be underestimated.

Cross-cultural research based on a sample of thousands of students showed higher rates of depression, suicidal intentions and post-traumatic stress disorder compared to pre-pandemic levels and current rates in individuals belonging to ethnic minorities, which could also be considered as one of the factors of influence. Though the most common pandemic outcome is PTSD (Post-traumatic stress disorder ) , recorded in 62% of the respondents. However, neither age, nor personal history of mental illness, nor perceived social support was a significant risk factor of mental health (Torres et al., 2022 ).

The UK has developed a large-scale online questionnaire designed to assess mental health under the pandemic restrictions. The authors of the questionnaire considered socio-demographic variables, previous physical or mental illness, personal experience with COVID-19, information in the media, pandemic concerns, degree of personal traumatic experiences, PTSD caused by a pandemic outbreak, generalised anxiety disorder, depressive disorder, sleep quality, emotional deregulation, loneliness, social support, and the meaning of life (Armour et al., 2021 ). This questionnaire has not yet been standardised and adapted in other countries. However, all of the above factors affect the quality of mental health during and after the pandemic. There were no publications devoted to mental health under adaptive quarantine, which proved the need to start a debate on the key theoretical and empirical questions.

This article investigated the main factors that affected the mental health of students. The theory of intelligence helps to illustrate that the pandemic and distance education increase the risk of clinical depression, generalised anxiety disorder, PTSD, apathy, learned helplessness, burnout, nervous breakdown, and so on. Furthermore, non-university students more often report mental health problems than those who learn academic disciplines in a traditional format. The results prove that therapeutic and individualistic approaches to mental health cannot be the only methods used to improve students’ mental well-being.

The scholars have to investigate inclusive curriculum design and assessment methods. Moreover, educational institutions should introduce and teach advanced telecommuting skills, implement educational systems and processes that do not cause stress, and design learning environments based on professional feedback to maintain a balance between quality education and the student’s mental health. The research proposed the holistic approach to introduce mental health practices during distance learning that can influence positively the mental well-being of students. At an empirical level, the present research investigates distance learning opportunities during adaptive quarantine and finds that it is less effective for first-year students who have just entered the university. The problems that may arise are caused by the complicated adaptation process which requires a significant amount of effort, the difficulties in developing new social relations with teachers and fellow students, and academic overload, especially in learning specialised disciplines.

The experiment shows that first-year students are a more vulnerable group than fourth-year students who have learnt online at the university and feel much more competent when it comes to university education. In addition, the research finds that first-year students need high-quality psychological support being at risk with a reduced tolerance for uncertainty. The empirical research finds that age and the year of study affect the mental well-being of students. The scholars suggest that under conditions of adaptive quarantine, it is necessary to pay attention to psychological screening and psychological interventions to prevent depressive episodes, apathy, low academic motivation, low-stress resistance, ineffective self-regulation, and so on. The scientific value of the research is that it causes a worldwide discussion about the safety of distance education and its impact on the mental health of university students.

Moreover, some risks for mental health may occur when young individuals learn remotely. However, the research proves that the psychological states of undergraduate students are more stable and the students are better prepared for distance learning. This is the main practical value of the article to the university administration and teachers. This research manifests that the quality of socio-psychological services in universities is a priority for the administration, and special strategies should be developed to prevent mental disorders among students and maintain an effective and advantageous learning environment for all parties involved in the education process.

No funding was received to assist with the preparation of this manuscript.

Data availability

Declarations.

There are no competing interests to declare that are relevant to the content of this article.

The study was conducted in accordance with the ethical principles approved by the Ethics Committee of Zhengzhou University of Technology.

All participants gave their written informed consent.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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MODULAR DISTANCE LEARNING AMIDST OF COVID-19 PANDEMIC: CHALLENGES AND OPPORTUNITIES

2021, IOER International Multidisciplinary Research Journal

Education is one of the relevant industries caught in the middle of this pandemic and the Philippines has millions of affected learners all over the country. Incidentally, it is necessary to safeguard the education sector through strategies that guarantee the continuous flow of learning integrating online with offline approaches. The researcher aimed to present the difficulties and experiences faced by the learners on Modular Distance Learning. A descriptive, qualitative research was conducted and used an online survey, interview, and observation as tools to gather data and to find out the problems encountered of the learners on this mode of learning. Moore's theory on Transactional Distance Learning served as the framework of analysis and the researcher analyzed the results by thematic coding. A total of 45 learners participated in the online survey and 10 learners participated on online interview. Questions in the survey elicit the situations of the learners and how they managed to study on their own in the absence of learning facilitators to guide them. The result of the survey conducted to section HUMMS 11-Kohlberg determine the accessibility and availability of the gadgets that will be used for modular distance learning, it was revealed that most of the learners' used cellphones to access FB messenger, group chat and google meet for online classes. Learners engaged themselves in understanding the concepts presented in the module as they developed a sense of responsibility in learning on their own and in accomplishing the tasks provided in the module, with limited assistance from the teacher, these learners progress on their own. Today, as the country is at the state of emergency health crisis, these SLMs for Modular Distance Learning were the most convenient, and appropriate to use for our learners to continue learning amidst of Covid-19 pandemic.

Related Papers

IOER International Multidisciplinary Research Journal

IOER International Multidisciplinary Research Journal ( IIMRJ) , Kerwin Paul Gonzales

Schools' stakeholders are the most affected during this time of the pandemic. They are mostly the ones at a loss and are the ones sacrificing, may it be either academically, financially, or both. The different gathered data aimed to provide clarity on the issues and provide propositions on how to conduct the schools' organic functions, possibly during and after the pandemic. In this study, a total of 220 participants came from 44 different schools. The study employed a concurrent-triangulation research design in which an online survey was sent to the participants. Also, teachers coming from international schools and schools outside the Philippines were contacted to have them share their experiences in regards to how their schools handle the situation. Lastly, document analysis was also utilized as a data-gathering procedure.

IOER International Multidisciplinary Research Journal ( IIMRJ) , RYAN V LANSANGAN , Kerwin Paul Gonzales

The outbreak of COVID-19 pandemic as a massive global concern has brought unprecedented challenges in different sectors of the world. One of it is education which posed as one of the most vulnerable sectors significantly impacted by it. This phenomenon changed the mode of instructional delivery and the viewpoint of education stakeholders on the kind of learning continuity applicable to the learners amidst the looming uncertainty brought about by the health crisis. Using phenomenology, this study explored the voices of public Science school teachers regarding their instructional dilemmas to adapt in the demands of the new normal teaching and learning. Findings uncovered seven emerging emotional themes capped as HOPEFUL: Hard-working and dedicated; Optimistic amidst uncertainty; Problematic yet reflective; Evenhandedness in responsibilities; Frightened but ready; Undisruptive desire to reach; and Lifelong learner. Despite the evident uncertainties of the situation, this paper describes the experiences of the Science teachers in their response to their mission of shaping today's generation towards undisruptive education.

IOER Inernational Multidisciplinary Research Journal

IOER International Multidisciplinary Research Journal ( IIMRJ)

COVID-19 pandemic has resulted drastic changes in education. Part of it is the shift from face-to-face classes to different learning modalities which include distance learning. Since education is believed to continue despite the circumstances, teachers started to prepare for modular and online distance learning. Teaching is possible, but, has challenges as well. Hence, this phenomenological research explored the lived experiences of secondary teachers in the Division of San Pablo City in the pre-implementation of distance learning in the new normal. The participants were selected through purposive sampling and underwent one-on-one actual in-depth interview through video conference. The documented interviews were transcribed and coded. Categories were clustered; then, emerging themes were derived. Results identified three core themes related to preparation such as gathering resources and establishing practices, profiling learners, and capacity building for continuous learning and development; three core themes related to challenges such as complexity of assessment, difficulty in instructional delivery and digital divide; and five core themes related to coping mechanisms which include positive well-being, time management, openness to change, peer mentoring, and collaboration. Findings revealed that as education migrates to a New Normal, teachers make necessary preparations to equip themselves with distance learning. Though they face challenges which may hamper their work, they still manage to cope with the new normal to continue their tasks. The higher offices and school authorities should work with teachers at the pre-implementation of distance learning to address their needs in resources and training to effectively facilitate the delivery of quality education for students.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Karl Joseph Sanmocte

Organizational culture and leadership competencies are rarely discussed topics in public organizations. However, by shifting the focus to these two, public organizations are given a leeway to arrive at a holistic view of their entity. CALABARZON PESOs, a public organization, had been encountering the same challenge of addressing unemployment and underemployment. Their performance, on a monthly basis, is fluctuating. This study then sought to improve and stabilize that by determining the relationship between organizational culture and leadership competencies, and the organizational performance of CALABARZON PESOs. This descriptive-correlational study was limited to institutionalized City PESOs and utilized survey questionnaire and focus-group discussion among 15 PESO managers and 100 PESO staff. Using independent t-test and multiple regression analysis, the researcher arrived at the following significant findings: that CALABARZON PESOs have a very strong organizational culture; that CALABARZON PESO managers have above average to excellent leadership competencies, and; that CALABARZON PESOs extraordinarily exceeded the performance standards and expectations. Furthermore, PESO managers and staff have a uniformed perception of their organizational culture and the leadership competency of their PESO managers. Also, there was a significant relationship, at 0.05 level of significance, between organizational culture and organizational performance in terms of efficiency. Among the former's five sub-dimensions, it was only employee-participation that maintained a significant relationship. There was also a significant relationship, at 0.05 level of significance, between leadership competency, taken only as whole, and organizational performance. Considering the said results, this paper had come out with a supplemental manual for a value-added PESO.

Changing school culture requires building professional learning communities that aim to improve and empower teacher's competence, complete well-being, and impact on student learning. This qualitative, descriptive phenomenological study was conducted to determine the purposes, expectations, challenges, and learning and sharing experiences of teachers educating indigenous learners of Mindoro, Philippines. Data were obtained from pre-structured interview of faculty handling multi-grade levels of IP learners delivered essences and emerged themes. Study indicates that teachers' main goal is to transfer understanding and make a difference, they strongly affirmed to deliver significant influence among learners. Meanwhile, learners divergent behavior and learning styles were amongst shared challenges that steered faculty to become progressivists implementing learner-centered approaches. Teachers best realization posited that teaching is a never-ending commitment and education must be inclusive. Based on these results, improving various sources of learning, providing a holistic program for teachers and strengthening the implementation of inclusive education reforms are recommended.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Prodip Chandra Bishwas , Mubin Ul Hakim

This paper aims at presenting online class and its psychological impact relating to satisfaction on University students in Bangladesh during COVID-19 pandemic. A non-experimental survey was conducted using 5-point Likert Scale. Questionnaire was given to the students via internet and 382 students participated the survey. Linear regression analysis and one sample statistics analysis were performed to estimate the students' satisfaction towards online class and its psychological impact on university students in Bangladesh via SPSS version 25. This study revealed some challenges of the students in their online classes due to COVID-19. Results found that that 59.68 percent students are dissatisfied with online classes because of poor internet connection and load-shading. The level of satisfaction from online classes among the students is low and the students do not think that they are getting proper education. Most of the students are suffering from stress, depression, and anxiety and therefore they may struggle for jobs in the future as the job market is getting shrunk due to COVID-19 pandemic. Henceforth, the findings of the study might be useful for the planners and policy makers who are thinking to attain quality online education in Bangladesh.

IOER International Multidisciplinary Research Journal ( IIMRJ) , ELIZABETH NOCHE- ENRIQUEZ

Most of the world's non-English language teachers speak English as a second or third language rather than as their first language. For many, their level of proficiency in English may not reach established by their school heads, colleagues, and students, raising the issue that is the focus of this research. Using the descriptive method of research, the researcher determined the perception of school heads, teachers, and students on the English proficiency level of teachers in terms of academic language and language comprehension. This also determined the level of performance of students in English core subjects, thus, the subject teachers could be encouraged to strive to become better educator to provide a venue for students to continuously dream of becoming better learners. The statistical formulas used for treating the data obtained were Frequency Count, Percentage, T Test of Difference between Unequal Samples, Weighted Mean, Kruskal-Wallis Test of Change, and Pearson R Product-Moment Correlation. The findings showed that the level of English proficiency of teachers and the students' performance on academic language and language comprehension were very satisfactory. Moreover, the findings showed that there was a significant relationship that exists between the English proficiency Level of teachers and the students' performance based on the components considered in the study. With this, a training design to enhance the level of English proficiency of teachers was proposed.

IOER International Multidisciplinary Research Journal ( IIMRJ) , Robin Parojenog , ROBIN C . PAROJENOG

Teachers are known to be versatile. They are equipped with different knowledge and skills for them to be prepared in handling the diversity of learners. It is a fact that each day, they are faced with this challenge as each learner is noted to be unique. Thus, they have different ways of how they should be taught in school. One of the challenges being encountered by educators is on maximizing students' comprehension, especially on literature subjects. Therefore, different approaches have been proposed to accommodate the needs of every learner when it comes to studying literature. This study aimed to analyze the process of teaching and learning of literature among senior high school teachers based on the K to 12 Curriculum for the English subject. Specifically, it sought to find out the teaching learning activities being conducted by the four senior high school literature teachers. It also looked into the teaching approaches mostly preferred by the four senior high school literature teachers. As an offshoot of this study, an instructional module for literature was designed. The study utilized both quantitative and qualitative methodologies. The questionnaire, classroom observation, and interview schedule were used to answer the research questions. This study was limited to the approaches in teaching literature employed by selected senior high school teachers who were handling literature subjects in senior high school in the second district of Ubay, Bohol. The aforementioned findings led the researcher to conclude that the ultimate goal in learning literature is to let the students appreciate its content by using a variety of approaches gleaned from the teaching techniques used by the teachers. Thus, an instructional module was designed to enhance learning by applying the different approaches in teaching literature. This book will serve as a guide to Senior High School literature teachers for them to use varied approaches in teaching the subject for the enhancement of learning. It is recommended that a variety of strategies may be used by teachers in teaching literature to develop not only the cognitive but also the affective and psychomotor domains.

RD Deo , Abraham Deogracias

Knowing that education has been inaccessible and ineffective to some students in the Philippines, it is crucial to know the efficacy and success of the new learning setup during this time of the pandemic to assess if these new modalities are beneficial to the students or not. This paper reviewed and studied the various perceptions and lived experiences of selected students in a private university in Manila regarding online classes amidst the pandemic. Using a phenomenological approach, the researchers gathered data by interviewing 15 students who are attending online classes. Findings and results were drawn on the themes created by the researchers. It can be seen that majority of the students find online classes ineffective and only cater the privileged. Furthermore, lessons and discussions are difficult to digest using the current mode of learning. These findings signify a need to improve the mode of learning in order to provide a quality and effective education to students despite the current crisis faced by the country. Keywords: distance learning, online learning, online classes

IOER INTERNATIONAL MULTIDISCIPLINARY RESEARCH JOURNAL ( IIMRJ )

ABSTRACT Quality education considered as a crucial factor to produce a competent professional to build a strong nation and to bring out the best way to get along with global competition. Thus, this study aimed to determine the current practices in using Web 2.0 tools in 15 selected Higher Education Institutions in CALABARZON, Philippines concerning communication and collaboration, creativity and innovation, and instructional design. It also considered its level of acceptability for classroom instruction as assessed by administrators, teachers, and students. The level of seriousness of the problems met in the integration relative to teachers’ preparation, curriculum content and administrative support were also evaluated. The research design was descriptive survey method with the use of a researcher-constructed questionnaire as the data gathering instrument. The method and instrument employed were deemed appropriate to determine the viability of providing the students with an alternative delivery of learning through Web 2.0 tools for instruction. Weighted mean, T-test and Probability values, Percentage and Standard Deviation were the statistical tools used to test the hypothesis posited in this study. The hypothesis tested the significant differences between two groups of respondents regarding the extent of use of Web 2.0 tools in classroom instruction. Results revealed that to a very great extent, integration of Web 2.0 tools in the classroom promotes learner to interact, build a learning community and promotes student active participation in the classroom and increases student’s productivity. Based on the findings and conclusions, the researcher developed an offline game-based interactive instructional material that supports instruction and collaboration and could be used to enhance students’ critical thinking and problem-solving skills to achieve better learning outcomes. Keywords: Web 2.0 tools, 21st Century students, Communication and Collaboration, Descriptive method, Higher Education, Philippines

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MODULAR DISTANCE LEARNING CHALLENGES: BASIS FOR THE DEVELOPMENT OF A HOME AND SCHOOL SUPPORT MECHANISM

• Benjie Buendicho DepEd Laguna

T he COVID-19 pandemic caused significant changes in the country's educational landscape. Remote learning instructions were used in schools. Due to a lack of internet connectivity or the availability of necessary gadgets, the majority of schools in Laguna used modular distance learning. For various reasons, students find it difficult to complete their schoolwork. This study looked into the difficulties faced by thirty-nine Grade 11 students at Masapang Integrated National High School in the province of Laguna during the implementation of modular distance learning, school year 2021–2022. A qualitative study design was employed, using school documents, interviews, and focus group discussions as research instruments.

            Six major themes and two sub-themes emerged from the research findings regarding the common challenges encountered by learners, which explained learners' inability to comply with school requirements during modular distance learning. Financial difficulties, personal concerns, technological concerns, peer pressures, health concerns, and legal issues were cited as reasons for learners' modular distance learning challenges. In addition, financial difficulties were either work-imposed or self-imposed. Recommendations were made to school administrators to develop a support system for students to address these challenges at home and at school. School policies, programs, projects, and activities relating to the implementation of modular distance learning through alternative delivery modes, alternative learning systems, and dropout reduction initiatives must be strengthened and taken into account the findings of this study. Furthermore, the researcher developed a STAR approach work plan to address learners’ challenges during modular distance learning.

Key Words: Modular Distance Learning, Alternative Delivery Mode, Dropout Reduction Program, Students Support System

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media research topics 2022

The COVID-19 pandemic brought extraordinary challenges to K-12 students in using modular distance learning. According to Transactional Distance Theory (TDT), which is defined as understanding the effects of distance learning in the cognitive domain, the current study constructs a theoretical framework to measure student satisfaction and Bloom's Taxonomy Theory (BTT) to measure students ...

The term "modular approach" refers to learning that takes the form of individualized instruction and allows students to use Self-Learning Modules (SLMs) in the print or advanced format/electronic ...

In addition, Abbas (2021) identified difficulties with reading comprehension, and Mataac (2021) linked declining reading skills with the influence of modular learning, contrasting with Betlen's ...

The study demonstrates that despite the limitations caused by the pandemic, modular distance learning can be an efficient alternative to traditional face-to-face education. Distribution of Student ...

This study aimed to detect the impact of modular distance learning on K-12 students during the COVID-19 pandemic and assess the cognitive factors affecting academic achieve-ment and student satisfaction. Despite the challenging status of the COVID-19 outbreak, the researcher anticipated a relevant result of modular distance learning and pedagogical

Due to Covid-19 pandemic, schools, particularly in the rural areas employed Modular Distance Learning (MDL) to ensure education continuity. This study seeks to investigate the effects of MDL in the academic performance of learners whether there is a significant difference in their performance before and after the implementation of MDL.

The COVID-19 pandemic has necessitated a significant shift towards modular distance learning in education systems worldwide. In the Philippines, the Department of Education has developed Self-Learning Modules (SLMs) to ensure quality primary education for all learners during the pandemic. This research study aims to identify the challenges and effectiveness of the modular distance learning ...

2.1. From face-to-face to online teaching. The Covid-19 pandemic has affected teaching and learning at almost all HEIs worldwide, with two-thirds reporting replacing classroom teaching with distance teaching and learning (Marinoni et al., Citation 2020).Large-scale research involving 31,212 students (Aristovnik et al., Citation 2020) explored the means of delivering distance learning content ...

The purpose of this descriptive paper was to explore and synthesize literature related to understanding modular learning and how it can be implemented effectively so faculty members embrace its use. An in-depth review of literature addressed topics including, Educational Theories supporting modular learning, the development of modular learning,

The mean of the four (4) quarters before the MDL implementation is 88.25% while after the Modular Distance Learning the mean is 86%. This implies that there is a 2.25% difference between the mean ...

Amidst of the COVID-19 crisis, the education don't stop, it must continue whether with or without physically going to school. Face-to-face learning modality is out, modular distance learning is in. At the present moment of situation; Department of Education made an urgent response to ensure the safety of learners and the teachers.

Teaching approach gives significant to the teaching-learning process for both teachers and students. Thus, the students' learning depends on what the school's application of most effective and attainable teaching approach especially in the time of covid-19 pandemic. With the implementation of the new normal education, the difficulties encountered among stakeholders because of an ...

H1: The use of FB and LKND increases communication among students in distance learning. H2: The use of FB and LKND increases communication among students and teachers in distance learning. H3: The use of FB and LKND increases collaboration during distance learning. For each hypothesis, independent variables were created describing a given factor.

The mental health of students learning online is a critical task for many countries around the globe. The research purpose was to analyse the factors affecting the quality of mental health of young individuals who learnt under conditions of not total lockdowns but adaptive quarantine restrictions. The research involved 186 volunteers from ...

Abstract. The study aimed to determine the teachers' perception, challenges, and coping mechanisms in implementing modular learning modalities at Bagong Pag-Asa Elementary School during the school year 2020-21. Respondents were the 40 selected teachers who are handling modular distance learning.

On the other hand, 7.2 million enrolees preferred modular distance learning while only 2 million enrolees opted for online distance learning. (Malipol, 2020). It is for this that this study was ...

The researcher aimed to present the difficulties and experiences faced by the learners on Modular Distance Learning. A descriptive, qualitative research was conducted and used an online survey, interview, and observation as tools to gather data and to find out the problems encountered of the learners on this mode of learning. ... The hypothesis ...

ABSTRACT The COVID-19 pandemic caused significant changes in the country's educational landscape. Remote learning instructions were used in schools. Due to a lack of internet connectivity or the availability of necessary gadgets, the majority of schools in Laguna used modular distance learning. For various reasons, students find it difficult to complete their schoolwork.

The key purpose of this descriptive qualitative phenomenological study is to explore the personal stories of students in the modular distance learning first experiences in SY 2020-2021. Insights, opinions, and ideas were sought from six (6) low performing students through Key Informant Interview. Considering the lockdown problems, data were ...

This mode of learning have been used by the learners and teachers during the conduct of Modular Distance Learning [3], [4]. This will attempt to increase their performances of the in the school. ...

A good hypothesis is a statement that helps to explain the occurrence of a specified group of observable phenomena. A scientist begins with a question she wishes to answer. ... Individualized learning connections, outstanding... modular distance learning.docx.... Ten hypothesis for learning: (Direct from the article) ... face to face or ...

Since education is believed to continue despite the circumstances, teachers started to prepare for modular and online distance learning. Teaching is possible, but, has challenges as well.

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Improving air quality in homeless shelters

Huang takes noise measurements with a sound-level meter for a study on transportation noise. Photos: Courtesy of Huang.

7 questions for PhD student Ching-Hsuan (Shirley) Huang

On April 4, 2024, join the UW community for Husky Giving Day  to raise funds that support UW students and programs. Your donation supports students like Shirley through the DEOHS Environmental Health Student Support Fund , which helps graduate students pay for research-related expenses, including travel and conference presentations to share their research.  

Last fall, Shirley Huang received funding from the Environmental Health Student Support Fund to present her research on improving air quality in Seattle homeless shelters at the International Society for Environmental Epidemiology conference in Kaohsiung, Taiwan.

“I really appreciate the support from our department to allow me to go back to my hometown to present my research,” she said. “I was able to network and receive feedback from experts in our field. It helped refine my research approach and strengthened its impact because I could share my results with people around the world.” We caught up with the PhD student recently to learn more about her research.

How did you first get interested in studying environmental health?

My interest in environmental health was sparked from my undergraduate studies in public health at Taipei Medical University in Taiwan. I researched household air pollution exposure and its relationship with asthma symptoms in children.

I had asthma when I was a kid, so I’ve witnessed how different environmental factors impact human life, and also public health. Through my undergraduate work, I became passionate about using research and intervention to address these issues. This led me to pursue further studies in environmental and occupational health science.

How did you decide to come to DEOHS for graduate school?

I chose to do my master’s and PhD at the UW Department of Environmental & Occupational Health Sciences (DEOHS) due to our department’s commitment to interdisciplinary collaboration.

I’ve collaborated with different faculty members and fellow students, and also engaged in several cutting-edge research projects. Our department also focuses heavily on environmental justice and equity issues . All of these elements align perfectly with my personal and academic goals.

Tell me about your research.

My research interests span a wide spectrum, but they’re all related to addressing environmental health disparities. For my master’s, I looked at the effectiveness of HEPA air cleaners at reducing household air pollution.

For my PhD, I have collaborated with King County to look at the effectiveness of air cleaners in congregate living settings for people experiencing homelessness in Seattle. King County has integrated our study results into their ventilation guidelines for homeless shelters.

Outside my dissertation, I have mapped the impact of transportation noise. Our findings revealed that transportation noise disproportionately impacts racial minorities across the United States .

What inspires you or excites you most about your work?

I think my research has potential to drive positive impact and inform evidence-based intervention to create more sustainable and equitable environments. Also, by collaborating with governmental agencies and different community organizations, I can see the direct impact of my work on improving public health outcomes.

What has it been like to work with your adviser?

Working with my adviser, Edmund Seto , has been incredibly fun and rewarding. He always welcomes me to think about different, unconventional ideas.

He also encourages me to engage in different research projects outside my own dissertation work. Through these projects I’ve learned data analysis skills that are very helpful when I conduct my own research.

What do you like to do in your free time?

I enjoy exploring different restaurants in the area, especially Thai cuisine. And I enjoy the beautiful water and outdoors in the Pacific Northwest.

What would you like to do after graduation?

I'm graduating this year, and I plan to continue to work as a research scientist in the field. My goal is to leverage the data science skills that I have gained through the past few years. My career could be in academia, government or private industry, but my overall goal is to continue contributing to the field of environmental health sciences.

Deirdre Lockwood is a public information specialist for DEOHS.

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Indigenous communities in California are disproportionately exposed to wildfire smoke

DEOHS faculty member Joan Casey and colleagues assess long-term exposures to wildfire smoke with an environmental justice lens

EPA tightens air quality standard for soot emissions

DEOHS Professor Lianne Sheppard contributed to new rule as chair of EPA’s Clean Air Scientific Advisory Committee

Preparing Washington’s second largest city for wildfire season

DEOHS researchers partner with Gonzaga University and others to make Spokane “smoke ready” with $1.1 million EPA grant

Prescribed burning reduces wildfire smoke impacts

DEOHS-led research helps California forest managers assess smoke hazards from prescribed burns