Health Sciences, PhD

Admissions Applications

Application for the Rush University PhD in Health Sciences Program must be completed online.

Transfer of Credit:

The PhD program in Health Sciences will consist of four major core areas:

• Education (12 QH)
• Research & Statistics (21 QH)
• Leadership (10 QH)
• Professional Track (16 QH)

In addition students will be able to take 19 quarter hours of elective and independent study courses. A formal research project culminating in a dissertation constitutes 12 QH of credit. Students holding a Masters degree will be able to transfer 30-45 QH into the PhD program.

Additional graduate course work may be accepted subject to the approval of the major advisor and the section director for graduate level courses taken at other institutions if they are judged to meet divisional requirements. Grades from courses transferred from another institution are not recorded on the student’s academic record; the number of credits is recorded and added to the cumulative number of credits.

The minimum number of quarter hours required for the PhD degree in Health Sciences is 120 QH. A minimum of 45 credit hours must be taken at Rush to fulfill residency requirements. Students entering the program at the Bachelors level will be required to complete one of the currently offered Master of Science degree programs in their area of specialty or complete 30-45 QH of acceptable graduate credit.

Student Learning Outcomes

Prior to graduation, all students in the program will demonstrate achievement of the competencies described below in each of the core competency areas of education, research, and leadership. Students will also demonstrate achievement of the required competencies in their individual professional track cognate areas.

Education Core (12 QH)

Upon completion of the program, the student will be able to:

1. Demonstrate enhanced critical thinking and analytical skills related to educational program design, development, implementation, administration and evaluation.
2. Exhibit the capacity for educational leadership within the setting of higher education.
3. Understand learning theory as applied to professional and adult education.
4. Apply learning theory to development and application of teaching methods and specific learning platforms.
5. Integrate learning theory and methods into the curriculum to include program and course design, delivery, administration and evaluation.
6. Integrate the historical, philosophical, social and cultural foundations of curriculum as a field of study with the development and administration of allied health professional training programs.
7. Perform a needs analysis for health science course and program development.
8. Design and implement competency-based health science program curricula.
9. Develop course descriptions, course outlines, syllabi, goals, objectives, content, learning activities and evaluation methods for specific programs and learning audiences.
10. Evaluate health science program curricula using both process and outcomes assessment.
11. Develop and implement specific teaching and learning methods for course content delivery in the classroom, teaching laboratory and clinical or practicum settings.
12. Select and apply appropriate learning platforms for course and program delivery to include traditional lecture-discussion, small group work, projects, and the use of educational technology and web-based instruction.
13. Develop criterion related testing for courses and programs to include the use of both objective and subjective testing methods and evaluation of the cognitive, psychomotor and affective domains.
14. Develop and apply program evaluation to include measurement tools and program revision based on evaluation results.
15. Develop assessment-driven, standards-based instruction for education and training.
16. Work as scholar-practitioners by applying current educational research and theory to lead the development of the health science/allied health professions.
17. Demonstrate effective teaching and evaluation methods that assure that learning occurs through:
     

1. The development and/or improvement of course syllabi that facilitate assurance of learning.
2. Preparation of effective lectures, discussions and presentations using the appropriate venue to support learning.
3. Delivery of course topics under the guidance of faculty mentors.
4. Evaluation of learning outcomes and feedback to students
5. Maintenance of a Teaching Portfolio.
    

HSC 601 : Education Theories and Methods maps to Education Core outcomes 1, 2, 3, 4, 15 and 16.

HSC 602 : Curriculum and Instruction maps to Education Core outcomes 1, 2, 5, 6, 7, 8, 9, 10, 15 and 16.

HSC 603 : Methods and Evaluation maps to Education Core outcomes 1, 2, 11, 12, 13, 14, 15 and 16.

HSC 604 : Teaching Practicum maps to Education Core outcomes 1, 2, 4, 5, 8, 9, 11, 12, 13, and 17.

Research and Statistics (21 QH)

The overall aim of the research core is to enhance the student’s knowledge of scientific methods to include how to define the scientific problem, the rationale behind the review of literature, selection of the research design, data analysis, results and discussions. These courses will deepen the student’s knowledge and understanding of quantitative and qualitative research methods with a focus on interdisciplinary, collaborative and outcomes research in the health sciences.

Upon completion of the program, the student will be able to:

1. Demonstrate a thorough understanding of research design and methods.
2. Understand and have the ability to interpret and apply basic and advanced research statistical models.
3. Effectively evaluate and critique research reports.
4. Identify knowledge gaps for selected allied health fields, synthesize relevant information, and formulate focused research questions to address these gaps.
5. Identify specific problem areas for research and conduct a thorough review of the literature.
6. Develop and refine specific aims, research questions, and hypotheses based on the review of the literature.
7. Select and apply appropriate research methodology to address specific research questions.
8. Develop appropriate research protocols.
9. Obtain institution review board approval for conducting research studies.
10. Initiate approved research protocols and collect data.
11. Apply appropriate statistical analyses to data collected and interpret the results.
12. Write research reports and present and publish research findings.
13. Engage in collaborative, interdisciplinary research, with a focus on outcomes and evidence-based practice.
14. Conduct research as scholar-practitioners to lead the evolution of practice in professional settings.
15. Seek funding for a collaborative, interdisciplinary research agenda.
16. Address issues in research management including:
     

1. Formation and leadership of multidisciplinary teams.
2. Staffing, budgeting and tracking.
3. Subject recruitment and retention.
4. Data quality control and data safety management.
5. Funding mechanisms and Grantsmanship.
6. Research ethics and regulations.
7. Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing.
    

17. Conduct investigations that support evidence-based problem solving of direct relevance to their work and career development.
18. Identify appropriate funding agencies and opportunities.
19. Develop and submit proposals to obtain grant funding.

HSC 610 : Research Design 1 and HSC 611 : Research Design II map to Research outcomes 1, 3, 7, 8, 13, and 14.

HSC 612 : Statistics I and HSC 613 : Statistics II map to Research outcomes 2, 3, 7, 8, and 11.

HSC 614 : Introduction to Grantsmanship map to Research outcomes 15, 16, 18, and 19.

HSC 615 : Research Seminar 1 and HSC 616 : Research Seminar 2 map to Research Outcomes 1, 2, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16, and 17.

Leadership Core (10 QH)

Upon completion of the program, the student will be able to:

1. Describe evidence-based methods for developing and evaluating leadership.
2. Demonstrate leadership development in an interdisciplinary health care environment.
3. Achieve interdisciplinary goals in practice, education, scholarship and service.
4. Practice in an interdisciplinary manner to model collaborative care.
5. Engage in reflective practice for continuous professional growth and improvement.
6. Demonstrate professional and ethical leadership.
7. Demonstrate the capacity for educational leadership within the setting of higher education.
8. Describe current issues and trends in health care and apply these to professional practice and research. Examples include:
    
   1. Health care reform
   2. Health care costs, access and quality
   3. Interdisciplinary and collaborative health care and health care research
   4. Evidence-base practice and comparative-effectiveness research
   5. Health care disparities
   6. Health care finance
   7. Workforce issues
   8. Health promotion and disease prevention
   9. Management of chronic disease
   10. Implications of targeted therapy and genetic testing
   11. Issues in higher education
        
9. Conduct informed thinking and planning for organizational strategies with appropriate data.
10. Apply standards of ethical leadership and management.
11. Work as scholar-practitioners by applying current research and theory to lead the development of the health science/ allied health professions.
12. Describe the principles of management as they apply to health care organizations and institutions to include planning, organizing, controlling, and directing an operational unit.
13. Apply motivational theory and conflict management to interpersonal relationships within an organization.
14. Apply principles of management and supervision to the administration of college and university academic programs and departments.
15. Demonstrate an understanding of the governance, organization, finance, and administration of institutions of higher learning.
16. Understand the attributes and skills necessary to lead and manage professional organizations as complex and adaptive systems.
17. Engage in critical thinking, analysis, and problem solving that reflects scholarly intellectual standards, incorporation of sound reasoning, and equity and fairness.

HSC 620 : Leadership Theory maps to Leadership outcomes 1, 2, 3, 4, 5, 6, and 7.
HSC 621 : Issues and Trends in Health Care maps to Leadership outcomes 1, 2, 3, 4, 5, 6, and 8.
HSC 622 : Ethics in Clinical and Research Settings maps to Leadership outcomes 5, 6, 9, 10 and 17.
HSC 623 : Management and Supervision in Higher Education maps to Leadership outcomes 9, 10, 11, 12, 13, 14, 15, and 16.

Professional Track (16 QH)

Professional track cognate courses in the various professional areas in which students hold certification or licensure are provided with associated learning outcomes as follows. Upon completion of the program, the student will demonstrate:

1. An increased knowledge base in the professional specialty area.
2. Synthesis of an interdisciplinary perspective related to everyday activities and application of these perspectives as well as knowledge generated in health science to promote evidencebased practice.
3. Presentation of research related to the professional track at state and national meetings.
4. Teaching allied health-health science students in undergraduate and/or graduate programs.
5. Initiation and participation in communities of practice and other collaborations with professionals and community members to mobilize resources to best meet learner needs and enhance professional growth.
6. Development of expertise in ways that cross conventional disciplinary lines.
7. Identification of professional venues including conferences and journals for publication and dissemination of results.
8. Presentation of research findings to peers during organized extracurricular research seminars.
9. Preparation of research manuscripts suitable for submission for publication.
10. Maintenance of a Research Portfolio.
11. Use of evidence based practice as part of daily clinical decision making.

Education Core Courses

• HSC - 601 Education Theories and Methods Credit Hours: (3)
• HSC - 602 Curriculum and Instruction Credit Hours: (3)
• HSC - 603 Methods and Evaluation Credit Hours: (3)
• HSC - 604 Teaching Practicum Credit Hours: (3)

Research Core Courses

• HSC - 610 Research Design I Credit Hours: (4)
• HSC - 611 Research Design II Credit Hours: (4)
• HSC - 612 Statistics I Credit Hours: (4)
• HSC - 613 Statistics II Credit Hours: (4)
• HSC - 614 Introduction to Grantsmanship Credit Hours: (3)
• HSC - 615 Research Seminar 1 Credit Hours: (1)
• HSC - 616 Research Seminar 2 Credit Hours: (1)

Leadership Core Courses

• HSC - 620 Leadership Theory Credit Hours: (3)
• HSC - 621 Issues in Health Care Credit Hours: (3)
• HSC - 622 Research Settings Credit Hours: (1)
• HSC - 623 Management and Supervision Credit Hours: (3)

Professional Tracks*

• See Professional Sections for Listings Credit Hours: (16)

Elective Courses**

• Electives Credit Hours: (19)

Independent Study (variable credit)***

• Independent Study Credit Hours: (variable)

Dissertation****

• HSC - 617 Dissertation Research Credit Hours: (variable)

MS Graduate Transfer Credit

• Graduate Course credit Transfer Credit Hours: (30-45)

Note:

* Variable: Minimum 16QH
** Elective courses may be taken at Rush or other appropriate institutions
*** Variable credit with Advisor approval
**** Variable: Minimum 12QH