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Health Services Research (HSR) Training Competencies

School of Public Health Doctoral Program Competencies:

The program's mission and goals translate into a series of competencies designed to assure and measure achievement in specific Health Services Research competencies and skills. By focusing on active demonstration of particular competencies and skills, the program aims to build capacity for sustainable lifelong learning and growth.

Competencies and Assessment
  1. Display comprehensive understanding of the determinants, trends and major issues confronting U.S. health care/policy and its effect on individual and population health.
    Assessment: Trainees with grades of 3.0 or higher in core courses. Predoctoral trainees pass the preliminary examination.
  2. Critically appraise journal articles, evaluate the evidence, synthesize findings, draw inferences and apply alternative theoretical and conceptual models from a range of relevant disciplines to HSR.
    Assessment: Trainees with grades of 3.0 or higher in core courses. Predoctoral trainees pass the preliminary examination.
  3. Use knowledge of the structures, process/quality, performance, policy, and environmental context to formulate solutions for health and health care problems.
    Assessment: Trainees with grades of 3.0 or higher in core courses. Predoctoral trainees pass the preliminary examination.
  4. Know how to collect primary health and health care data obtained by survey, abstracts of medical records (including EMR), and qualitative or mixed methods.
    Assessment: Trainees with grades of 3.0 or higher in core courses. Predoctoral trainees pass the preliminary examination.
  5. Assemble secondary data from existing public and private sources and apply various statistical techniques to answer HSR questions.
    Assessment: Trainees with grades of 3.0 or higher in core courses. Predoctoral trainees pass the preliminary examination.
  6. Develop in-depth substantive/disciplinary knowledge and method skills in a track or area of emphasis and apply to health services problems.
    Assessment: Predocs with grades of 3.0 or higher in area of emphasis or for postdocs in MS/MPH track courses. Predoctoral trainees pass the written general examination.
  7. Ensure the ethical and responsible conduct of research in the design, implementation and dissemination of health services research.
    Assessment: Trainees attend all sessions of the Responsible Conduct of Research Series and complete the Human Subjects Division workshop.
  8. Critically appraise grants, understand the grant writing and review process, and write proposals.
    Assessment: Grades of 3.0 or above in program evaluation, grant writing, population health courses, and advanced research methods.
  9. Work collaboratively in multidisciplinary teams.
    Assessment: Trainees work with multidisciplinary teams on independent studies and as research assistants, and choose mentors from other disciplines. Rated at end of 3rd year (see #13).
  10. Conduct an independent research study that demonstrates expertise in AHRQ's priority areas for health services research.
    Assessment: Trainees design a research study, present it in Work-In-Progress Sessions (WIPS), conduct the research, and write a thesis/dissertation approved by their committee. PhD students pass the oral general examination and successfully defend their dissertation.
  11. Produce health services research of publishable quality, characterized by conceptual and methodological rigor, as well as practical value.
    Assessment: Trainees submit at least two articles to peer-reviewed journals.
  12. Effectively communicate issues, research findings, and implications of HSR through multiple modalities to appropriate professional, scientific, policy, and lay audiences.
    Assessment: Trainees present the importance and implications of a health services study to national, regional or local audiences, including university faculty, policy makers, and field-of-practice professionals; trainees work with UW media to write at least one press release of their research or a policy communication to legislators.
  13. Collaborate with policy makers, organizations, and communities to plan, conduct and translate research into health policy and practice.
    Assessment: "Good" or better rating of collaboration skills with teams, organizations, policy makers on 3rd year assessment.
  14. Gain skills in teaching or clinical practice while in the program.
    Assessment: Teaching and clinical work evaluated by faculty and by students/patients