2022-2023 PFRH PhD Student Handbook
1
Population, Family and Reproductive Health
PhD STUDENT HANDBOOK
2022-2023
Revised 9/20/22
Johns Hopkins Bloomberg School of Public Health
Department of Population, Family and Reproductive Health
615 N. Wolfe Street | Baltimore, MD 21205
2022-2023 PFRH PhD Student Handbook
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THE JOHNS HOPKINS UNIVERSITY
BLOOMBERG SCHOOL OF PUBLIC HEALTH
2022-23 ACADEMIC YEAR CALENDAR
This calendar includes start and ends dates and add/drop deadlines for each Term
This calendar can be found online: https://publichealth.jhu.edu/academics/academic-calendar/2022-2023
1
st
Term Registration Begins ……………………………………………… ....................................................... M Apr 11
*New students can register beginning…………………………………………… ........................... F July 1
1
st
Term Registration Ends ................................................................................................................................... F Aug 26
NEW STUDENT ORIENTATION ..................................................................................................................... W Aug 24 – F Aug 26
Instruction Begins for 1
st
Term ............................................................................................................................. M Aug 29
LABOR DAY ...................................................................................................................................................... M Sept 5
Add Period ............................................................................................................................................................ M Aug 29 – F Sept 2
Drop Period ........................................................................................................................................................... M Aug 29 – F Sept 9
Last Class Day of 1
st
Term .................................................................................................................................... M Oct 24
2
nd
Term Registration Begins ................................................................................................................................ M Apr 11
2
nd
Term Registration Ends ................................................................................................................................... F Oct 21
Instruction Begins for 2
nd
Term ............................................................................................................................ W Oct 26
Add Period ............................................................................................................................................................ W Oct 26 – T Nov 1
Drop Period ........................................................................................................................................................... W Oct 26 – T Nov 8
THANKSGIVING RECESS ................................................................................................................................ W Nov 23 – Su Nov
27
Last Class Day of 2
nd
Term ................................................................................................................................... F Dec 23
Internet-Based/Part-Time MPH New Student Orientation .................................................... Sun Jan 8
WINTER INTERSESSION ..................................................................................................... W Jan 4 – F Jan 20
Winter Intersession Registration Begins………………………………………………………………………….. M Oct 3
Winter Intersession Registration Ends………………………………………………………………………….. F Dec 30
MARTIN LUTHER KING, JR. HOLIDAY RECESS ........................................................................................ M Jan 16
Registration Begins for 3
rd
Term .......................................................................................................................... M Nov 14
3
rd
Term Registration Ends .................................................................................................................................. F Jan 20
Instruction Begins for 3rd Term ........................................................................................................................... M Jan 23
Add Period ............................................................................................................................................................ M Jan 23 - F Jan 27
Drop Period ........................................................................................................................................................... M Jan 23 – F Feb 3
Last Class Day of 3
rd
Term ................................................................................................................................... F Mar 17
SPRING RECESS ................................................................................................................................................. M Mar 20 - F Mar 24
Registration Begins for 4
th
Term ........................................................................................................................... M Nov 14
4
th
Term Registration Ends ................................................................................................................................... F Mar 24
Instruction Begins for 4
th
Term ............................................................................................................................. M Mar 27
Add Period ............................................................................................................................................................ M Mar 27 – F Mar 31
Drop Period ........................................................................................................................................................... M Mar 27 – F Apr 7
Last Class Day of 4
th
Term ................................................................................................................................... F May 19
PUBLIC HEALTH CONVOCATION ................................................................................................................. T May 23
UNIVERSITY COMMENCEMENT ................................................................................................................... Th May 25
RESIDENCY PROGRAM ENDS ........................................................................................................................ F June 30
All JHU divisions begin fall terms on Monday, August 29, 2022 and spring terms on M January 23, 2023
Rosh Hashanah M September 26; Yom Kippur, W October 5
APHA November 5 -9, Boston, MA
1ST TERM M Aug 29 – M Oct 24 (40 class days, M-F)
2ND TERM W Oct 26 – F Dec 23 (40 class days, M-F)
3RD TERM M Jan 23 - F Mar 17 (40 class days, M-F)
4TH TERM M Mar 27– F May 19 (40 class days, M-F)
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Table of Contents
Part I – GENERAL INFORMATION ................................................................................. 4
PFRH Information & Services ...................................................................................................5
BSPH Information & Services ...................................................................................................6
BSPH Academic Policies & Procedures .....................................................................................7
PFRH Academic Policies & Procedures .....................................................................................8
Institutional Review Board Research Project Approval Procedures ..................................... 12
BSPH & PFRH Travel Policies ................................................................................................. 14
PFRH Forms for all students .................................................................................................. 16
PART II – PHD STUDENTS HANDBOOK ....................................................................... 17
PhD Program Overview ......................................................................................................... 18
PhD Program Competencies & Course Requirements .......................................................... 19
PFRH Doctoral Seminars ........................................................................................................ 30
PFRH Research Apprenticeship ............................................................................................. 31
Doctoral Student Annual Reviews ......................................................................................... 32
Thesis Advisory Committee ................................................................................................... 33
PFRH Doctoral Comprehensive Exam .................................................................................... 34
Departmental Preliminary Doctoral Oral Examination ......................................................... 36
Schoolwide Preliminary Doctoral Oral Exam......................................................................... 38
Final Doctoral Oral Exam ....................................................................................................... 41
PFRH Dissertation Proposal Guidelines ................................................................................. 43
PFRH Dissertation Guidelines ................................................................................................ 45
PFRH Doctoral Timeline ......................................................................................................... 48
Monitoring Progress of PFRH doctoral students ................................................................... 49
PFRH Forms for Doctoral students ........................................................................................ 50
PART III – PFRH CERTIFICATE PROGRAMS .................................................................. 51
PFRH Certificate Programs .................................................................................................... 52
2022-2023 PFRH PhD Student Handbook
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Part I –
GENERAL INFORMATION
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PFRH Information & Services
A. PFRH Education Office
The Education Office is your first point of contact for most questions regarding academic student-related matters.
Sally Safi
Director of Graduate Studies in
PFRH
Room E4012
Tel: 410-955-6586
Gilbert Morgan
Academic Program Manager
Room E4005
Tel: 410-614-6676
Kristen McCormick
Academic Program Manager
Room E4014
Tel: 410-955-1116
B. PFRH Payroll
Teaching Assistant and Research Assistant payroll forms can be found online at my.jhsph.edu under the
department in the section called “Human Resources and Payroll.” All questions regarding payroll including stipends
should be directed to [email protected]. Completed paperwork that cannot be sent electronically should be
delivered to the front office – E4527. Students who need to be set up on payroll for stipends payments should
email pfrh-payroll@jhu.edu to set up an appointment.
C. Departmental Wednesday Seminars
PFRH holds a noon seminar series every Wednesday 1st through 4th term. PFRH students are required to attend.
The schedule of seminars will be sent in advance via email to all PFRH students and listed in the SPHeed Read.
D. Departmental Special Seminars
The department offers special seminars throughout the year (e.g. the Masters’ presentation seminar). Students
may be required to attend additional seminars throughout the year.
E. Departmental Facilities
Facsimile Machine
Students have access to send and receive local faxes from the departmental fax machine listed here:
(410) 955-2303 (Bloomberg School of Public Health building E4527 PFRH Main Office).
Kitchens
The department has three kitchens available for your use. Refrigerators are cleaned on Fridays at 4:30pm and
everything not marked with a name and date is thrown away. Please be advised that the refrigerators (and
microwaves) are maintained by our department staff and not housekeeping so please clean up your spills. Also
staff, faculty and students share the three refrigerators so please be mindful of space when storing large items.
F. Career Services
The Office of Career Services has virtual drop-in hours on Tuesdays through the academic year from 2:00 p.m. –
3:00 p.m. ET specific for PFRH students. PFRH students can join at any time on Tuesdays from 2:00-3:00pm ET by
using the following Zoom link: https://jh.zoom.us/my/ocrossmccants
For more information on the Office of Career Services, please visit: https://publichealth.jhu.edu/offices-and-
services/office-of-student-affairs/career-services
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BSPH Information & Services
A. Information Technology Office & Services
The Office of Information Technology ensures that students, faculty, and staff have the technology resources and
support they need to learn, communicate, work, and discover.
Technology is a vital tool for public health professionals and students at the Johns Hopkins Bloomberg School of
Public Health. Students can look to the Bloomberg IT team for the computing, networking, and communications
resources and support they need, including specialized analytical and productivity software.
New students are issued a Johns Hopkins Microsoft Office 365 account for access to email and the Microsoft Office
software suite. Student can also gain access to the My JHSPH (SharePoint) intranet, a one-stop resource for group
collaboration, academic announcements and calendars, secure document storage, and help-desk support.
Information Technology provides a secure wireless network for JHSPH faculty, staff, and students. This network
provides connectivity from anywhere within most JHSPH locations. There are two forms for wireless access:
Secured Wireless- Secured wireless access is encrypted and allows full access to the Internet and internal JHSPH
resources. This also allows for wireless printing for students. A JHSPH account is required to use the secured
wireless service; and Guest Wireless- Guest wireless access is freely available to anyone with a Wi-Fi enabled
device and provides restricted access to the Internet. A guest wireless connection is not encrypted, so guests
should assume that all use could be monitored by unauthorized parties.
Information Technology Office
Room: W3014, Wolfe St.
Phone: 410-955-3781
Hours: Monday-Friday 8:30 am-5:00 pm (walk in and phone in)
Closed weekends and holidays.
B. Student Groups
See Bloomberg School of Public Health: http://www.jhsph.edu/offices-and-services/student-
assembly/student_groups.html.
The PFRH Department Student Association (DSA) representatives can be contacted for PFRH:
Isabella Sarria [email protected], Fouzia Zahid Ali Khan fkhan44@jhmi.edu, Emily Young [email protected], and
Krista Woodward [email protected]
C. Health Services & Information
University Health Services (UHS): https://www.hopkinsmedicine.org/uhs/
JHU Student Assistance Program (JHSAP): https://jhsap.org/
D. COVID-19 Information
For COVID News and Information, please visit the resources listed below.
JHU COVID Information: https://covidinfo.jhu.edu/
JHSPH COVID Information: https://my.jhsph.edu/Resources/COVID-19/Pages/default.aspx
BSPH Covid Mental Health: https://my.jhsph.edu/Resources/COVID-19/COVID19MH/Forms/AllItems.aspx
E. Parking/Shuttle Service/Public Transportation
See Bloomberg School of Public Health: http://www.jhsph.edu/student-life/transportation/.
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BSPH Academic Policies & Procedures
The School’s Catalog and Student Handbook can be found at: http://www.jhsph.edu/student_affairs/one_stop/.
The school’s internal website resources page (“the portal”), https://my.jhsph.edu/Resources/, houses commonly-
needed links, including Computer Related Policies, HIPAA Intellectual Property Guidelines, and Office of
Communications Policies and Procedures, as well as information specifically for students.
Students should be familiar with the School’s Policy and Procedure Memos (PPMs) for Academic Programs and
Students. The PPMs are located on the School’s internal website (“the portal”) at
https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/Pages/default.aspx.
Topics addressed in the School’s Academic Programs:
Academic Programs #1 General Policies
Academic Programs #2 School of Advanced International Studies (SAIS)/Bloomberg School of Public Health Dual Degree
Program
Academic Programs #3 Doctor of Philosophy Degree
Academic Programs #5 Doctor of Science Degree
Academic Programs #6 Continuing Education Courses
Academic Programs #7 Master of Public Health Degree
Academic Programs #8 Master of Health Science Degree
Academic Programs #9 MHS and MSPH Programs for Doctoral Degrees
Academic Programs #10 Master of Science Degree
Academic Programs #11 Master of Science in Public Health Degree
Academic Programs #13 Master of Health Administration
Academic Programs #14 Master of Science Degree
Academic Programs #15 Doctor of Philosophy Degree
Academic Programs #16 Master of Health Science Degree
Academic Programs #17 Certificate Programs
Academic Programs #18 Master of Science Program for Doctoral Degree Candidates
Academic Programs #19 BA/Master Degree Programs
Academic Programs #20 Master of Public Policy Degree
Academic Programs #21 Master of Bioethics Degree
Academic Programs #22 OPAL Degree
Academic Programs #23 MAPHB Online Degree
Topics addressed in the School’s Students PPMs include:
PPM Students #1 Academic Ethics
PPM Students #2 Special Student Status: Regular
PPM Students #3 Special Student Status: Limited
PPM Students #4 Special Residency Programs
PPM Students #5 Postdoctoral Fellows
PPM Students #6 Student Conduct Code
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PFRH Academic Policies & Procedures
A. Registration Policies
Continuous Registration
Doctoral students are required to be registered full-time (16 units) each term throughout their program. Students
may register online at https://sis.jhu.edu/sswf/. Please note that the Student Accounts office will impose a $100
fee for late registration. A student who fails to register for a term or longer will be treated by the Registrar’s Office
as withdrawn from the School. A student may return to the School only upon formal reinstatement by the
Department of PFRH, which may include the need to reapply for the degree program.
Leave of Absence
In the event a student needs to take time from her/his studies due to circumstances beyond their control, a leave
of absence may be requested. Leaves of absence are typically limited to one year except for military service.
Students requiring additional terms of leave beyond one year must apply for additional leave. Students who have
had federal financial aid may be subject to additional restrictions and should check with the Financial Aid Office
before extending a leave of absence beyond two terms. No more than two years of leave may be granted. The
department requires that students requesting an official Leave of Absence (LOA) submit documentation explaining
the reason for their LOA along with their LOA form to the department. The completed form must be submitted to
the Registrar’s Office. A fee of $50 per term is imposed. Students are responsible for payment of this fee. Students
needing to file for a LOA should do so prior to the end of the add/drop of the term in which they wish to begin the
LOA, although sooner is highly recommended. Failure to officially file for a LOA or failure to pay the LOA fee is
considered a withdrawal from the School.
Students who return from an approved LOA must notify the Associate Registrar and the department chair during
the term prior to resuming graduate study. PFRH also requires that prior to their return students contact their
advisor so that the advisor is aware of the return and can help them resume their course of study. Students must
contact their advisor at least a month before their expected return to ensure that plans for their course of study
are fully discussed with their advisor and all needed paper work is submitted to the registrar on a timely basis.
Upon return from leave of absence status, students must register for a minimum of two successive terms before
completing their degree program. This requirement may be reduced to one term under special circumstances
such as the COVID19 pandemic
Parental Leave – New child Accommodations
Full-time graduate students and postdoctoral trainees may request from their school a “new child
accommodation” for 8 weeks. A new child accommodation is designed to make it possible to maintain the parent’s
existing status, and to facilitate their return to full participation in classwork, research, teaching, and clinical
training in a seamless manner. Individuals who have teaching or research duties should work collaboratively to
support the program’s responsibility in identifying a substitute for any duties or recurring responsibilities for the
duration of the accommodation period. Those requesting an accommodation will not be expected to assume sole
responsibility for finding their own temporary replacement, but they must work with their program and
supervisor(s) to delineate the responsibilities to be addressed.
The Policy applies equally to birth and non-birth parents of any gender. Accommodations begin on the day the
student or trainee indicates they are no longer fully engaged in their professional and academic activities due to a
new child and, to the extent possible, should be requested in advance of the beginning of the accommodation.
Retroactive requests (more than one week after the new child accommodation has begun) will not automatically
be granted but handled on a case-by-case basis. An accommodation is to be taken continuously and not
intermittently and is not to continue beyond the end date of any appointment.
Students are encouraged to contact Dean Michael Ward mwar[email protected] for more details if interested in taking a
parental leave.
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B. Satisfactory Academic Progress
PFRH has a rigorous standard for satisfactory academic progress. Doctoral students must adhere to the following:
• Doctoral students must achieve a cumulative GPA of 3.0 for all formal course work. For more
information on this policy, see the section on “Satisfactory Academic Performance” in the JHSPH Policy
and Procedure Memorandum: Academic Programs – 1, available through
https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/Pages/default.aspx.
• Doctoral students must achieve a “B” or better in required PFRH courses
• Doctoral students must complete program requirements within the time limits published in the
designated JHSPH Policy and Procedure Memorandum: Academic Programs – 1, available through
https://my.jhsph.edu/Resources/PoliciesProcedures/ppm/Pages/default.aspx
C. Unsatisfactory Academic Progress/Cause for Dismissal
A failing grade (F) in two or more courses will be cause for dismissal from the PFRH graduate program. The
department will permit a student to remediate one course failure (F). Any student who fails a course will be
monitored closely regarding academic progress.
Other causes for dismissal from the PhD program include, but are not limited to, the following:
• Ethics violation
• Failure to pass a re-take examination (Comprehensive, Departmental Oral, Schoolwide Preliminary Oral,
or Final Defense Examinations)
• Failure to maintain required GPA and to successfully complete all required courses
D. Departmental Pass/Fail Policy
The following policies are applicable to PFRH doctoral students:
• PhD Program: PFRH requires that doctoral students take all required courses, including required PFRH
department PhD competency courses, for a letter grade. Only elective courses may be taken as Pass/Fail
option unless otherwise waived for the academic term or year by the school. Students should have a
discussion with the faculty advisor for taking courses Pass/Fail.
In a temporary departure from the Pass/Fail policy, every student enrolled in a course taken for academic credit
during Academic Year 2022-2023 will be allowed to take the course as Pass/Fail if they wish to do so. Courses
taken Pass/Fail will count towards graduation and program requirements (for degrees and certificate programs) as
if they were taken under the Letter grade system, assuming that a Pass grade is earned. This policy is consistent
with policies of the Council on Education for Public Health. The fee for grade system changes will also be waived
for Academic Year 2022-2023.
Many of the existing rules and considerations for electing the Pass/Fail grade system remain in place; please
review the Pass/Fail policy and reach out to [email protected] with any questions regarding the Pass/Fail
policy.
E. JHSPH Courses Taken Prior to Enrollment in Current Degree Program
Students who previously took a course at the School of Public Health who wish to use the course to fulfill a current
requirement must have received a “B” or better and taken the course within the last three years of matriculating
into their current degree program. Students who took these courses as an undergraduate may use the courses to
fulfill course requirements, but they may not receive academic credit for the course to meet the minimum credit
requirement for their current degree program.
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F. Course Waiver Policy
Students requesting course waivers must present evidence of prior coursework in the same subject, including, but
not limited to, a syllabus and transcript. No waivers will be granted for courses in which the student received less
than a B or did not receive a letter grade. If a waiver is granted, another course in the same subject must be taken
as a substitute.
Required PFRH Courses
Students wishing to waive 380.604, Life Course Perspectives on Health, must petition the instructors and show
that they have taken a similar course, demonstrate knowledge of the foundations of a multilevel life course
perspective on health, and demonstrate (e.g. through a past course paper) that they understand how to develop a
conceptual framework.
Students wishing to waive Principles of Population Change (380.600) or Demographic Methods for Public Health
(380.603) may do so with the consent of the instructor and with the understanding that they are required to take a
higher level course in the same subject area (e.g., Social and Economic Aspects of Human Fertility (380.655)
instead of Principles of Population Change or Methods & Measures in Population Studies (380.651)instead of
Demographic Methods for Public Health).
Doctoral students may petition the Doctoral Committee, with consent from their academic advisor, to substitute a
course requirement with another course not listed in the requirements. If the course fulfills a learning objective
required by the Council on Education in Public Health (CEPH), then students can only substitute a course which
also meets the required objective. Students should contact the Education Office (EO) with their request; the EO
will forward the request to the degree program director or course instructor, as appropriate. Evidence of having
taken a similar course in a previous graduate program or a rationale for substituting a course must be provided
with the petition. The request will then be reviewed by the Doctoral committee. The Department’s waiver form
can be found under the PFRH Policies & Forms section.
Required Courses in Other Departments
Students wishing to waive Epidemiologic Inference (340.721) or Epidemiologic Methods (340.751) may do so by
contacting the Senior Academic Program Manager in the Department of Epidemiology, FranBurman@jhu.edu, at
the start of the 1st term. Students may waive 340.721 Epidemiologic Inference I or 340.751 Epidemiologic
Methods 1 only if they have completed a graduate level course in epidemiology with a grade of B or higher.
Students will need to take the waiver exam and receive a score of 85% or better on the exam. Students who do not
pass the exam must register for the course. Students who receive a waiver for Epidemiologic Inference I must take
a higher-level course in epidemiologic methods.
The only Biostatistics course that can be waived is Statistical Methods in Public Health (140.621). Students may
petition the Department of Biostatistics for a waiver if they can document and demonstrate that they have
previously acquired the course competencies. The documentation to grant a waiver requires the title of previous
courses(s), name of instructor(s), textbook(s) used, course syllabi, and grade(s) received. After review of this
documentation, one or more written waiver examinations may be required. Students wishing to request a waiver
should contact the Academic Coordinator in the Department of Biostatistics, margo1@jhu.edu, before the start of
the 1
st
term. Doctoral students are required to take the remainder of the Statistical Methods in Public Health
sequence (140.622-624) or Methods in Biostatistics (140.651-654).
Doctoral students may petition the Doctoral Committee, with consent of their academic advisor, to waive a
specific course in the PFRH list of Methods Requirements, but it must be replaced with a similar or higher-level
course. Students should contact the Education Office with their request; the Education Office will forward the
request to the Doctoral Committee Chair. Evidence of having taken a similar course in a previous graduate
program or a rationale for substituting a course must be provided with the petition. The request will then be
reviewed by the Doctoral committee.
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G. Student’s Responsibilities Regarding Deadlines
If a student needs to postpone taking an examination or submitting a paper for a PFRH course, the student must
make the request in writing in advance to the course instructor explaining the reason for the request. The ruling
made by the individual faculty member is final about such requests, and there is no appeal process. Original copies
of work should be turned in for assignments. The use of e-mail for turning in work is at the discretion of the
instructor. It is the student’s responsibility to ensure that the appropriate faculty member receives her/is work.
H. Special Studies in PFRH
Special studies provide students with the opportunity for intensive exploration of substantive and methodological
issues in PFRH under the supervision of a PFRH faculty member. Students are encouraged to undertake such
opportunities in advance of planning their doctoral research. It is expected that doctoral students will begin more
specialized studies after they have completed most course and degree requirements and are developing and
implementing a research topic for the thesis.
A PFRH special-studies form including the objectives, activities and deliverables undertaken to meet the objectives,
and a timeline and frequency of meetings must be completed by students and PFRH faculty with whom they are
working for special studies not taken for development of a doctoral research proposal. The student should register
for 380.840 Special Studies and Research in PFRH; the number of credits is determined in the PFRH Special Studies
Tracking Form.
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Institutional Review Board Research Project Approval Procedures
The Institutional Review board (IRB) of the Bloomberg School of Public Health requires review of all faculty and
student research involving the use of human subjects.
Before beginning contact with either human or animal subjects for research, students, as all researchers, must
obtain the appropriate approval for their projects from either an institutional review board (e.g., the Institutional
Review board, IRB) or the Institutional Animal Care and Use Committee (IACUC). In both cases, the faculty mentor
must be involved in this process in that the protocol for the research project is submitted under the faculty’s name
with the student listed as a student investigator. NO contact can be made with humans, human tissue, human
samples or human records without prior approval of the protocol by the IRB. NO animals can be purchased for the
experimentation without an IACUC protocol approval.
It is important for students to make sure that they are either listed on their mentor’s approved protocol or have
obtained approval for their research protocol, in collaboration with their mentor before starting their research.
When students are using data and other information that was developed by a previously approved JHMI or IRB
research project, a copy of the previous IRB approval must be forwarded to the IRB in addition to a plan of how the
data are to be used in secondary data analysis. If the student will be conducting secondary analysis of data from an
existing approved study (refer to IRB list), the student and advisor will complete the IRB short form for approval of
a secondary data analysis of the approved data set. The IRB still needs to review and approve how the student
plans to use the data and report the findings from the analysis of the data.
For field placement activities outside of JHU, the student’s advisor will review the proposed set of activities to be
conducted during the field placement experience (usually within the first month of work). If it is difficult to
distinguish whether the activities are “practice” or “research”, the student should consult the IRB website about
the activities. If necessary, after review of the website, a memo describing the proposed activities should be
submitted to the IRB by the student and advisor for an expedited review. The IRB review process should be
completed within two weeks and a decision made as to whether the proposed activity is “professional practice” or
“research project”.
The IRB will advise the student and advisor of their decision and if the scope of the project requires a full IRB
application. In the circumstance that the IRB determines that an activity meets the criteria for a research project,
the IRB will request completion of a full application for submission to the Institutional Review board. The letter
from the IRB and any subsequent communication will be kept in the student’s departmental record.
Authorization must also be obtained from the agency/department sponsoring a field placement for the use and
dissemination of the data and information in question. If the student plans to publish their work and/or the work is
conducted as “research”, a full IRB application must be submitted. Guidelines for preparing an application to the
Committee on Human Research are available in Room W1100 and on the IRB website,
http://www.jhsph.edu/offices-and-services/institutional-review-board/.
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Guidance to determine whether research is human subjects research and requires IRB approval
Notes: Is it human subjects? Institutional Review Board Research Project Approval Procedures
1. “About” means the data provide information about individual living people, not simply collected from individual
living people. Key informant data about agencies or other entities (e.g., asking a hospital administrator about wait
times in the ER, asking a drug manufacturer about dispensing patterns) or from experts or opinion leaders about
their areas of expertise does not constitute data about individual living people.
2. “Publicly available” means the information is available to anyone, without prior clearance or qualification.
Examples of publicly available data include census data, state court records, openly available national household
surveys, or data available on the web. If you need a Data Use Agreement, it is not publicly available.
3. Identifiers provide the possibility of linkage to specific individuals. Examples include names, social security
numbers, addresses, hospital IDs, or any HIPAA-defined identifiers. Identifiable can also mean that you can
reasonably link to a specific individual based on an ensemble of variables. If you retain records that link an
individual to a study ID, even if those records are kept in a separate location, then those individuals remain
identifiable as long as you keep those records.
4. Can I still submit something I think is NHSR to the IRB for review? Yes! There is some element of risk in making
this determination yourself, should you ever be challenged on the decision not to submit by a journal editor or
other source. You are welcome to submit any research protocol to the IRB and you will receive a statement with a
determination following review. We urge you to do so to protect yourself if the topic is particularly socially or
politically sensitive. If you elect to use the flow chart with attached clarifications, then we recommend printing it
out, with notations regarding how you made you ultimate decision, and retain it in your files.
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BSPH & PFRH Travel Policies
A. Travel Support for Conference Presentations*
If a current student does not have access to other funding, the department will provide up to 50% support for one
trip throughout their academic program in PFRH (this policy does not apply to presentations after students
graduate, even if the work was completed during their studies) under the following circumstances:
• If a student has a platform presentation at a professional meeting or conference, the department will
provide 50% support up to $500.00.
• If a student has a poster presentation at a professional meeting or conference, the department will
provide 50% support up to $300.00.
Prior to travel, a student should send a request via email to Jennifer Poyout, [email protected], including the
travel dates, destination, and nature of the trip. Travel that is not pre-approved will not be reimbursed.
The funds are matching and will only be reimbursed after travel. No advances will be made. Receipts must be
provided for reimbursement within 15 days of return from travel, and submitted to Jennifer Poynot at
* This policy is in effect from September 1, 2022 through August 31, 2023 and is subject to the availability of
department funds.
B. International Travel
BSPH has a website (https://my.jhsph.edu/Resources/ITR/Pages/default.aspx) that provides tools and information
for BSPH faculty, staff, and students who travel internationally to conduct University business in order to allow
them to make informed personal decisions; to protect reasonably themselves from foreseeable harm; to increase
their own level of health, safety, and security awareness; and to prepare for emergencies abroad. Those traveling
to or managing projects in high-risk areas of the world should be particularly mindful of conditions in those
countries. Countries listed under State Department and CDC travel advisories are considered high-risk.
All Johns Hopkins sponsored trips must be registered in the HX Global/Healix system. If travel arrangements have
been booked via the Johns Hopkins managed travel program (Concur, World Travel Inc., Safe Harbors Business
Travel, or Concur TripLink) the itinerary data will automatically flow into the HX Global/Healix travel tracker system
and no additional action is required by the traveler. For any travel booked outside of the Johns Hopkins managed
travel program, that itinerary data must be manually uploaded into the HX Global/Healix system using one of these
two options:
• Email itinerary to plans@Tripit.com. To use this method the traveler MUST activate their Concur profile
and TripLink. Please see the Travel Portal for
instructions: https://ssc.jhmi.edu/travel/Travel_Network_Guide.pdf. More information is available here:
https://ssc.jhmi.edu/travel/index.html
• Manual request to upload for groups only. To use this method please request an upload template
from [email protected].
The above BSPH website includes a Student Travel Handbook
(https://my.jhsph.edu/Resources/ITR/Shared%20Documents/Student%20Travel%20Handbook.pdf) with
information on travel planning and preparation, personal safety and security, emergency and crisis management,
and other resources.
PFRH students traveling to a foreign country must complete the PFRH International Travel Checklist and return a
copy signed by their advisor to Kristen McCormick in the Education Office at kmccor14@jhu.edu. Students
traveling to a country with a U.S. Department of State travel warning must also submit the PFRH Traveling to
Countries with Travel Warnings form signed by their advisor.
2022-2023 PFRH PhD Student Handbook
15
International students must contact the Office of International Services (OIS) well in advance of any travel to avoid
compliance issues with their visa status. OIS may be contacted at 410-955-3371, or at
http://www.hopkinsmedicine.org/intlsvcs.
The Global Field Research Award supports hands-on public health research and practice related travel costs. All
full-time students in good standing are eligible to apply. Details and application available at
http://www.hopkinsglobalhealth.org/news-events/news/center-for-global-health-awards-85-student-travel-
grants/.
2022-2023 PFRH PhD Student Handbook
16
PFRH Forms for all students
This section lists PFRH Department forms that you may need to access while you are a student. Students should
check the links provided for the most up-to-date version of these forms.
All forms can be access through my.jhsph.edu. After logging in, select:
Departments >
Population, Family & Reproductive Health >
Human Resources and Payroll > Student Payroll and Hiring Process and Forms
or
PFRH Student Information & Handbooks > All Students
PFRH Teaching Assistant Policy and Hiring Form
• https://my.jhsph.edu/sites/PFHS/PFRH%20HR/DocumentLibrary/Student%20Payroll%20and%20%20Hirin
g%20Process%20and%20Forms/Teaching%20Assistants/TA%20Hire%20Forms%20and%20Policy%200822.
pdf
PFRH Student Research Assistant Employment Authorization Form
• https://my.jhsph.edu/sites/PFHS/PFRH%20HR/DocumentLibrary/Student%20Payroll%20and%20%20Hirin
g%20Process%20and%20Forms/Research%20Assistants/Student%20Research%20Asst%20Authorization%
20Form%2007%202022.pdf
PFRH Degree Requirements Waiver Request
• https://my.jhsph.edu/sites/PFHS/handbook/_layouts/15/WopiFrame.aspx?sourcedoc=%7B44466B60-
05E0-4550-B0D1-
056BD4C5982C%7D&action=view&source=https%3A%2F%2Fmy%2Ejhsph%2Eedu%2Fsites%2FPFHS%2Fh
andbook%2FAll%2520Students%2FForms%2FAllItems%2Easpx
PFRH Advisor Change Request Form
• https://my.jhsph.edu/sites/PFHS/handbook/All%20Students/Advisor%20Change%20Request%20Form.pd
f
PFRH Special Studies Tracking Form
• https://my.jhsph.edu/sites/PFHS/handbook/All%20Students/PFRH%20Special%20Studies%20Tracking%2
0Form.pdf
PFRH International Travel Checklist Form
• https://my.jhsph.edu/sites/PFHS/handbook/All%20Students/Travel%20Checklist%202022-2023AY.pdf
PFRH Traveling to Countries with Travel Warnings Form
• https://my.jhsph.edu/sites/PFHS/handbook/All%20Students/Traveling%20to%20Countries%20with%20Tr
avel%20Warnings%202022-2023AY.pdf
2022-2023 PFRH PhD Student Handbook
17
PART II –
PHD STUDENTS
HANDBOOK
2022-2023 PFRH PhD Student Handbook
18
PhD Program Overview
This handbook describes the program of study for PFRH PhD students. It is based on the competencies for the
program shown below and the 12 foundational learning objectives required for all programs in schools of public
health by the Council on Education in Public Health (CEPH).
All PFRH PhD students should have a fundamental understanding of statistical methods and their application,
epidemiology, research ethics, advanced research methods in a selected methodological area, and expertise in
Population, Family and Reproductive Health including the application of life course perspectives on health,
demography and population dynamics. PFRH PhD students are also required to take four terms of the first-year
doctoral seminar, two terms of the second-year doctoral seminar, and the PFRH Proposal Writing Seminar until
completion of the Preliminary Oral Examination.
During the program, students are required to successfully complete the following requirements:
• Epidemiologic Inference or its equivalent
• 16 units of Statistics
• Three (3) units of Research Ethics and the non-credit Academic and Research Ethics course
• Seven courses that address Population, Family and Reproductive Health including (3) core courses that
examine the application of life course perspectives on health, demography and population dynamics
• Four (4) Research Methods courses
• PhD student seminars including 1
st
and 2
nd
Year Doctoral Seminars; and PFRH Proposal Writing Seminar
until successful completion of the schoolwide preliminary exam
• Courses that address the 12 CEPH foundational learning objectives
• Examinations including the comprehensive exam in year two, department preliminary oral examination,
schoolwide preliminary oral examination, and final defense examination
• Complete and update an individual development plan for their doctoral studies as they progress through
the program and annual reviews of progress (after year two)
• Research Apprenticeship
• Complete one year of full-time residency (a minimum of 16 units per term for four consecutive terms)
• Achieve a grade point average (GPA) of 3.0 or higher in all course work
• Achieve a grade B or better in all required PFRH Core courses (life course perspectives on health,
demography and population dynamics)
Students are required to take a minimum of 16 units each term to be considered full-time students. Tuition
support is contingent on full-time status.
Quarterly credentialing of students
The Director of the Doctoral Program and Academic Program Manager, representing the Doctoral Committee,
review and credential the academic progress of all doctoral students at the end of each term for the first eight
terms and annually thereafter. A tracking form of the student’s progress is provided to the advisor and student
immediately after the review. The form notes if a student is not making satisfactory progress. If the student is not
making satisfactory progress, then the advisor and student are required to meet and provide a formal letter to the
Director of the Doctoral Program indicating how the student will meet the required academic standard(s).
If a doctoral student cannot meet academic standards, a formal letter requesting remediation may be submitted
by the PFRH Education Office to the student and advisor. Judgment concerning dismissal from the program for
students demonstrating substandard academic performance will be made by the Doctoral Committee in
consultation with the Chair of PFRH.
2022-2023 PFRH PhD Student Handbook
19
PhD Program Competencies & Course Requirements
This section lists all competencies and learning objectives of the PFRH PHD program with a set of tables showing
courses fulfilling each.
PFRH PhD Schoolwide Competencies
All PFRH doctoral students must attain proficiency in the following three (3) competencies:
1. Apply statistical methods to address the health of populations.
2. Apply epidemiological methods to address the health of populations.
3. Apply ethical concepts and tools to population health research and practice.
PFRH PhD Content Area Competencies
All PFRH doctoral students must meet proficiency in the following seven content area competencies:
1. Apply a life course framework to understand population health problems, including a multiple
determinants framework for the health of populations across the life course.
2. Identify and assessing the causes and consequences of population change.
3. Apply demographic methods to the health of populations.
4. Assess the principal health concerns for populations, the associated population-based risk factors, and the
relative impact of each risk factor.
5. Evaluate strategies to promote population health, including the policies and programs that address health
concerns and behavior.
6. Apply frameworks (beyond life course) for improving the health of the relevant populations.
7. Critique health services and systems delivery strategies used to address health concerns.
PFRH PhD Research Methods Competencies
All PFRH doctoral students must attain proficiency in the following eight PhD-specific research methods
competencies:
1. Evaluate and applying study designs for addressing research and evaluation questions about the health of
populations.
2. Evaluate and applying rigorous strategies for measurement and data collection across a range of study
designs.
3. Analyze data using methodological tools appropriate to the study question and available data.
4. Interpret data based on the strength of evidence, recognizing study limitations, and drawing appropriate
inferences.
5. Analyze primary quantitative or qualitative data and participating in the preparation of a peer-reviewed
manuscript using the data.
6. Design an instrument for data collection and implementing the instrument with primary data.
7. Prepare and defending a research proposal addressing a clearly identified research question including the
appropriate research methods and conceptual framework for answering the question.
8. Conduct and presenting original, independent, and publishable research about a clearly identified
research question.
CEPH Learning Objectives
All PFRH PhD students must meet proficiency in the following 12 CEPH learning objectives:
Profession & Science of Public Health
1. Explain public health history, philosophy, and values
2. Identify the core functions of public health and the 10 Essential Services
3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a
population’s health
2022-2023 PFRH PhD Student Handbook
20
4. List major causes and trends of morbidity and mortality in the U.S. or other community relevant to the
school or program
5. Discuss the science of primary, secondary, and tertiary prevention in population health, including health
promotion, screening, etc.
6. Explain the critical importance of evidence in advancing public health knowledge
Factors Related to Human Health
7. Explain effects of environmental factors on a population’s health
8. Explain biological and genetic factors that affect a population’s health
9. Explain behavioral and psychological factors that affect a population’s health
10. Explain the social, political, and economic determinants of health and how they contribute to population
health and health inequities
11. Explain how globalization affects global burdens of disease
12. Explain an ecological perspective on the connections among human health, animal health, and ecosystem
health (e.g., One Health)
2022-2023 PFRH PhD Student Handbook
21
PFRH PhD Schoolwide Competencies and Courses
Students must choose either 340.721 or 340.751 and either 140.621-624 or 140-.651-654. Students are required to
take a minimum of 3 units of Research Ethics in addition to 550.860.
Competency
Course Meeting Competency (term) credits
1. Apply statistical
methods to address the
health of populations.
(Choose 4 in sequence)
140.621 (81) Statistical Methods in Public Health I (1) or 140.651
Methods in Biostatistics I (1) 4cr
AND
140.622 (81) Statistical Methods in Public Health II (2) or 140.652
Methods in Biostatistics II (2) 4cr
AND
140.623 (81) Statistical Methods in Public Health III (3) or 140.653
Methods in Biostatistics III (3) 4cr
AND
140.624 (81) Statistical Methods in Public Health IV (4) or 140.654
Methods in Biostatistics IV (4) 4cr
2. Apply
epidemiological
methods to address the
health of populations.
(Choose 1)
340.721.81 Epidemiologic Inference I (S,SI,1,3) 5cr
340.751 Epidemiologic Methods I (1) 5cr
3. Applying ethical
concepts and tools to
population health
research and practice.
550.860.82 Academic and Research Ethics (1,2,3,4) 0cr
AND
306.665 Research, Ethics and Integrity: US and International Issues (3) 3cr
OR
550.600 Responsible Conduct of Research** (1) 1cr
**If students choose 550.600, they must also take one of the following courses:
306.663 Legal and Ethical Issues in Health Services Management (4) 3cr
OR
221.616.01 (81) Ethics of Public Health Practice in Developing Countries (4) 2cr
2022-2023 PFRH PhD Student Handbook
22
PFRH PhD Content Area Competencies and Courses
PhD students must take a minimum of seven courses to meet the seven PFRH PhD content area competencies
required for the PhD degree. The courses fulfilling these requirements must be taken in addition to any
departmental OR schoolwide course requirements. A unique course must be selected for each competency. The
seven PFRH department PhD content area competencies are:
1. Apply a life course framework to understand population health problems, including a multiple
determinants framework for the health of populations across the life course.
2. Identify and assessing the causes and consequences of population change.
3. Apply demographic methods to the health of populations.
4. Assess the principal health concerns populations, the associated population-based risk factors, and the
relative impact of each risk factor.
5. Evaluate strategies to promote population health, including the policies and programs that address health
concerns and behavior.
6. Apply frameworks (beyond life course) for improving the health of the relevant populations.
7. Critique health services and systems delivery strategies used to address health concerns.
Faculty in the PFRH Department have expertise in health throughout the life course with specific focus on certain
populations and areas. To meet PFRH PhD content area competencies #4, #5, and #6, students must choose
courses relevant to one of the following populations or areas of interest:
• Adolescent Health
• Child Health
• Maternal, Fetal and Perinatal Health
• Population and Health
• Women’s, Sexual and Reproductive Health
Courses meeting competency #7 apply to all areas of interest, but the department recommends students select a
course that is closely related to the students’ chosen area of interest.
Students selecting the Population and Health area of interest must select the Demography Specialty Core to fulfill
the research methods course requirements.
The department encourages students to select elective courses from those suggested in the table below to
enhance their breadth and depth of understanding of public health issues relevant to a variety of populations.
2022-2023 PFRH PhD Student Handbook
23
PFRH PhD content area
competency
Adolescent Health
Child Health
Maternal, Fetal and
Perinatal Health
Population and Health
Women's, Sexual and
Reproductive Health
1. Apply a life course framework
to understand population health
problems, including a multiple
determinants framework for the
health of populations across the
life course.
380.604 Life Course Perspectives on Health
2. Identify and assessing the
causes and consequences of
population change.
380.600 Principals of Population Change
3. Apply demographic methods to
the health of populations.
380.603 Demographic Methods for Public Health
4. Assess the principal health
concerns for populations, the
associated population-based risk
factors, and the relative impact of
each risk factor.
Choose 1 course
380.623 Adolescent Health
and Development
380.616 Child Health
Epidemiology
380.664 Reproductive and
Perinatal Epidemiology
380.655 Social and
Economic Aspects of
Human Fertility
380.664 Reproductive and
Perinatal Epidemiology
380.747 International
Adolescent Health
380.750 Migration and
Health: Concepts, Rates
and Relationships
380.666 Women’s Health
5. Evaluate strategies to promote
population health, including the
policies and programs that
address health concerns and
behavior.
Choose 1 course
380.624 Maternal and
Child Health Legislation
and Programs
380.624 Maternal and
Child Health Legislation
and Programs
380.624 Maternal and
Child Health Legislation
and Programs
380.624 Maternal and
Child Health Legislation
and Programs
380.665 Family Planning
Policies and Programs
380.665 Family Planning
Policies and Programs
380.661 Clinical Aspects of
Maternal and Newborn
Health
380.665 Family Planning
Policies and Programs
380.667 Women’s Health
Policy
380.768 Selected Topics in
Women’s Health and
Women’s Health Policy
6. Apply frameworks (beyond life
course) for improving the health
of populations.
Choose 1 course
380.725 The Social Context
of Adolescent Health and
Development
380.642 Child Health and
Development
380.655 Social and
Economic Aspects of
Human Fertility
380.655 Social and
Economic Aspects of
Human Fertility
380.655 Social and
Economic Aspects of
Human Fertility
380.744 Nutrition and
Growth in Maternal and
Child Health
380.744 Nutrition and
Growth in Maternal and
Child Health
380.750 Migration and
Health: Concepts, Rates
and Relationships
380.668 International
Perspectives on Women,
Gender and Health
7. Critique health services and
systems delivery strategies used
to address health concerns.
Choose 1 course
380.661 Clinical Aspects of Maternal and Newborn Health
380.760 Clinical Aspects of Reproductive Health
221.627 Issues in the Reduction of Maternal and Neonatal Mortality in Low Income Countries
380.665 Family Planning Policies and Programs
380.624 Maternal and Child Health Legislation and Programs
380.721 Schools and Health
2022-2023 PFRH PhD Student Handbook
24
Suggested elective
courses
Adolescent Health
Child Health
Maternal, Fetal and
Perinatal Health
Population and Health
Women's, Sexual and Reproductive
Health
These courses
are
recommended
electives.
380.720 Masculinity, Sexual
Behavior and Health:
Adolescence and Beyond
223.663 Infectious Diseases
and Child Survival
380.662 Critiquing the
Research Literature in
Maternal, Neonatal, and
Reproductive Health
380.664 Reproductive and
Perinatal Epidemiology
380.662 Critiquing the Research
Literature in Maternal, Neonatal, and
Reproductive Health
380.762 HIV Infection in
Women, Children and
Adolescents
380.640 Children in Crisis:
An Asset Based Approach to
Working with Vulnerable
Youth
380.765 Preventing Infant
Mortality and Promoting the
Health of Women, Infants,
and Children
380.765 Preventing Infant
Mortality and Promoting the
Health of Women, Infants,
and Children
380.720 Masculinity, Sexual Behavior
& Health: Adolescence & Beyond
380.761 Sexually
Transmitted Infections in
Public Health Practice
330.640 Childhood
Victimization: A Public
Health Perspective
380.740 Nutrition Programs,
Policies, and Politics in the
United States: The Impact on
Maternal, Child and Family
Health
380.662 Critiquing the
Research Literature in
Maternal, Neonatal, and
Reproductive Health
380.749 Adolescent Sexual and
Reproductive Health
380.625 Evidence and
Opportunities to Mitigate
Childhood Adversity and
Promote Well-being
380.765 Preventing Infant
Mortality and Promoting the
Health of Women, Infants,
and Children
120.620 Fundamentals of
Reproductive Biology
380.762.81 HIV infection in Women,
Children and) Adolescents
380.640 Children in Crisis:
An Asset Based Approach to
Working with Vulnerable
Youth
380.762 HIV Infection in
Women, Children &
Adolescents
410.683 Global Perspectives on LGBT
Health
380.749 Adolescent, Sexual
and Reproductive Health
380.625 Evidence and
Opportunities to Mitigate
Childhood Adversity and
Promote Well-being
380.663 Gender-Based Violence
Research, Practice and Policy: Issues
and Current Controversies
380.740 Nutrition Programs,
Policies, and Politics in the
United States: The Impact on
Maternal, Child and Family
Health
380.628.01 Public Health
Perspectives on Abortion
380.742 Family Health,
Public Health and Policy
380.624.01 Maternal and Child
Health Legislation and Programs
380.623 Adolescent Health
and Development
380.620 A Coalition-Based SMART
Approach to Public Health Advocacy
410.752 Children, Media and
Health
120.620 Fundamentals of
Reproductive Biology
380.761 Sexually Transmitted
Infections in Public Health Practice
2022-2023 PFRH PhD Student Handbook
25
PFRH PhD Research Methods Competencies and Courses
PhD students are required to take four research methods courses in a specific methodological area in addition to
Epidemiologic Inference OR Epidemiologic Methods I. These requirements must be completed before taking the
PFRH comprehensive examination. See the tables on the following pages for course options in the methodological
areas.
PhD students must also complete doctoral seminars, which partially fulfill the PhD Research Methods
Competencies, throughout their program as outlined in the following table.
Course Number
Course Name
Units
Term
First Year Doctoral Students
380.817
PFRH First Year Doctoral Seminar Part 1
1
1, 2
380.822
PFRH First Year Doctoral Seminar Part 2
1
3, 4
Second Year Doctoral Students
380.823
Research Seminar in Population, Family and
Reproductive Health I
2
1
380.824
Research Seminar in Population, Family and
Reproductive Health II*
2
2
380.821
PFRH Proposal Writing Seminar**
2
4
Third Year Doctoral Students
380.821
PFRH Proposal Writing Seminar (until completion
of Preliminary Oral Examination)***
2
1, 2, 3, 4
*Doctoral students also register for 1 credit Special Studies (380.840.01) under Cynthia Minkovitz for mock exam
credit
**Second year doctoral students also register for 1 credit Special Studies (380.840.01) in 3rd Term for PFRH
Proposal Writing Seminar
***After the completion of the comprehensive exam doctoral students are encouraged to register for Special
Studies (380.840.01) to make up the rest of the 16 credits required for full-time status.
2022-2023 PFRH PhD Student Handbook
26
PFRH PhD research
methods competency
SOCIAL SCIENCE
DEMOGRAPHY
EPIDEMIOLOGY:
Professional track
EPIDEMIOLOGY:
Research Methods
HEALTH ECONOMICS
HEALTH SERVICES RESEARCH
AND EVALUATION
1. Evaluate and apply study
designs for addressing
research and evaluation
questions about the health
of populations.
For Social Science,
Epidemiology professional
track, and Health Services
Research and Evaluation,
choose 2 courses, 1 from
each section
For Demography &
Epidemiology research
methods track, choose 1
course
For Health Economics,
choose 2 courses
Choose 1 course (or 1 set of courses if
marked with "AND"):
Choose 1 course:
Must take 1 course:
Choose 1 course:
Choose 2 courses:
Choose 1 course (or 1 set of courses if
marked with "AND"):
380.611 Fundamentals of
Program Evaluation
410.615 Research
Design in the Social and
Behavioral Sciences
340.722 Epidemiologic
Inference in Public
Health II
340.645 Introduction to
Clinical Trials
313.601 Economic
Evaluation I
380.611 Fundamentals of
Program Evaluation
309.616 Introduction to Methods
for Health Services Research and
Evaluation I
AND
410.635 Applications of
Innovative Methods in Health
Equity Research
340.722 Epidemiologic
Inference in Public
Health II
223.664 Design and
Conduct of Community
Trials
313.653 Advanced
Health Economics I
309.616 Introduction to Methods
for Health Services Research and
Evaluation I
AND
410.635 Applications of
Innovative Methods in Health
Equity Research
340.728 Advanced
Methods for Design
and Analysis of Cohort
Studies
Choose 1 course:
Choose 1 course:
313.654 Advanced
Health Economics II
Choose 1 course:
410.615 Research Design in the
Social and Behavioral Sciences
340.645 Introduction to
Clinical Trials
313.655 Advanced
Health Economics III
223.664 Design and Conduct of
Community Trials
410.710 Concepts in Qualitative
Research for Social and
Behavioral Sciences
223.664 Design and
Conduct of Community
Trials
313.656 Advanced
Health Economics IV
300.713 Research and Evaluation
Methods for Health Policy
410.631 Introduction to
Community-based Participatory
Research: Principles and Methods
340.728 Advanced
Methods for Design
and Analysis of Cohort
Studies
180.600 General
Equilibrium Theory
300.715 Advanced Research and
Evaluation Methods in Health
Policy
NOTE: 300.713 is a prerequisite
for 300.715
180.601 Consumer and
Producer Theory
221.638 Health Systems Research
and Evaluation in Developing
Countries
180.602
Microeconomic Theory
410.631 Introduction to
Community-Based Participatory
Research: Principles and Methods
224.692 Methods in Formative
Research and Human Centered
Design for Intervention
Development
313.790 Introduction to Economic
Evaluation
312.693 Introduction to
Comparative Effectiveness and
Outcome Research
390.675 Outcome and
Effectiveness Research
410.710 Concepts in Qualitative
Research for Social & Behavioral
Sciences
380.612 Applications in Program
Monitoring and Evaluation
2022-2023 PFRH PhD Student Handbook
27
PFRH PhD research
methods competency
SOCIAL SCIENCE
DEMOGRAPHY
EPIDEMIOLOGY:
Professional track
EPIDEMIOLOGY:
Research Methods
track
HEALTH ECONOMICS
HEALTH SERVICES
RESEARCH AND
EVALUATION
2. Evaluate and apply
rigorous strategies for
measurement and data
collection across a range of
study designs.
Choose 1 course:
340.717 Health Survey
Research Methods
340.717 Health
Survey Research
Methods
340.717 Health
Survey Research
Methods
340.717 Health
Survey Research
Methods
313.603 Economic
Evaluation III
NOTE: 313.601 and
313.602 are pre-
requisites for 313.603
340.717 Health Survey
Research Methods
380.711 Issues in Survey
Research Design
380.711 Issues in
Survey Research
Design
380.711 Issues in
Survey Research
Design
380.711 Issues in
Survey Research
Design
380.711 Issues in Survey
Research Design
380.711 Issues in Survey
Research Design
224.690 Qualitative
Research Theory and
Methods
224.690 Qualitative
Research Theory and
Methods
410.690 Ethnographic
Fieldwork
410.690 Ethnographic
Fieldwork
3. Analyze data using
methodological tools
appropriate to the study
question and available
data.
Choose 1 course (or 1 set of
courses if marked with
"AND"):
330.657 Statistics for
Psychosocial Research:
Measurement
380.712 Methods in
Analysis of Large
Population Surveys
AND
380.605 Advanced
Demographic
Methods in Public
Health
340.770 Public Health
Surveillance
340.752
Epidemiologic
Methods 2
AND
340.753
Epidemiologic
Methods 3
221.644 Econometric
Methods for Evaluation
of Health Programs
223.632 Methods for
Planning and
Implementing Evaluations
of Large-Scale Health
Programs in Low and
Middle Income Countries
380.712 Methods in
Analysis of Large
Population Surveys
140.630 Introduction
to Data Management
309.616 Introduction to
Methods for Health
Services Research and
Evaluation
AND
309.617 Introduction to
Methods for Health
Services Research and
Evaluation II
224.691 Qualitative Data
Analysis
NOTE: 224.690 is a
prerequisite for 224.691
140.658 Statistics for
Psychosocial Research:
Structural Models
221.645 Large Scale
Effectiveness Evaluations
of Health Programs (2,4)
221.644 Econometric
Methods for Evaluation
of Health Programs
224.691 Qualitative Data
Analysis
NOTE: 224.690 is a
prerequisite for 224.691
300.713 Research and
Evaluation Methods for
Health Policy
313.602 Economic
Evaluation II
NOTE: 313.601 and
313.602 are pre-
requisites for 313.603
2022-2023 PFRH PhD Student Handbook
28
PFRH PhD research
methods competency
SOCIAL SCIENCE
DEMOGRAPHY
EPIDEMIOLOGY:
Professional track
EPIDEMIOLOGY:
Research Methods
track
HEALTH ECONOMICS
HEALTH SERVICES
RESEARCH AND
EVALUATION
4. Interpret data based on
the strength of evidence,
recognize study
limitations, and draw
appropriate inferences.
2nd year PhD seminars & comprehensive exam
Dissertation research and defense
5. Analyze primary
quantitative or qualitative
data and participate in the
preparation of a peer-
reviewed manuscript
using the data.
Research Apprenticeship components #5 (Data Analysis) and #6 (Manuscript Preparation)
Dissertation research and defense
6. Design an instrument
for data collection and
implement the instrument
with primary data.
Research Apprenticeship components #3 (Instrument Development) and #4 (Data Collection)
Dissertation research and defense
7. Prepare and defend a
research proposal
addressing a clearly
identified research
question including the
appropriate research
methods and conceptual
framework for answering
the question.
Research Apprenticeship components #1 (Critical Review of the Literature) and #2 (Framing a Research Question)
Proposal writing seminar, proposal development, and proposal defense (departmental and schoolwide preliminary exams)
8. Conduct and present
original, independent, and
publishable research
about a clearly identified
research question.
Dissertation research and final defense
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CEPH Learning Objectives and Courses
Students must take courses to achieve the CEPH Learning Objectives outlined below. Students must complete all
courses meeting the CEPH Learning Objectives prior to completing the School-wide Preliminary exam.
CEPH LEARNING OBJECTIVES
Course (credits)
1. Explain public health history, philosophy
and values
380.624 Maternal and Child Health Legislation and Programs (4)
OR
552.601 Foundational Principles of Public Health (0.5)
2. Identify the core functions of public
health and the 10 Essential Services
380.624.01 Maternal and Child Health Legislation and Programs (4)
OR
552.601.81 Foundational Principles of Public Health (0.5)
3. Explain the role of quantitative and
qualitative methods and sciences in
describing and assessing a population’s
health
380.603 Demographic Methods for Public Health (4)
OR
552.602 The Role of Quantitative Methods in Public Health (0.5)
AND
224.690 Qualitative Research Theory and Methods (3)
OR
552.603 The Role of Qualitative Methods and Science in Describing and
Assessing a Population’s Health (0.5)
4. List major causes and trends of morbidity
and mortality in the US or other community
relevant to the school or program
380.600 Principles of Population Change (4)
OR
380.765 Preventing Infant Mortality and Promoting the Health of Women,
Infants and Children (3)
OR
552.604.81 Causes and Trends in Morbidity and Mortality (0.5)
5. Discuss the science of primary, secondary,
and tertiary prevention in population health,
including health promotion, screening, etc.
340.721.60 Epidemiologic Inference in Public Health I (5)
OR
340.751 Epidemiologic Methods I (5)
OR
552.605 The Science of Primary, Secondary and Tertiary Prevention in
Population Health (0.5)
6. Explain the critical importance of
evidence in advancing public health
knowledge
380.664 Reproductive and Perinatal Epidemiology (4)
OR
552.606 The Critical Importance of Evidence in Advancing Public Health
Knowledge (0.5)
7. Explain effects of environmental factors
on a population’s health
380.616 Child Health Epidemiology (3)
OR
552.607 Essentials of Environmental Health (0.5)
8. Explain biological and genetic factors that
affect a population’s health
380.604 Life Course Perspectives on Health (4)
OR
552.608 Biologic, Genetic and Infectious Bases of Human Disease (0.5)
9. Explain behavioral and psychological
factors that affect a population’s health
380.604 Life Course Perspectives on Health (4)
OR
552.609 Psychological and Behavioral Factors that Affect a Population’s
Health (0.5)
10. Explain the social, political and economic
determinants of health and how they
contribute to population health and health
inequities
380.604 Life Course Perspectives on Health (4)
OR
552.610 The Social Determinants of Health (0.5)
11. Explain how globalization affects global
burdens of disease
380.600 Principles of Population Change (4)
OR
552.611 Globalization and Health: A Framework for Analysis (0.5)
12. Explain an ecological perspective on the
connections among human health, animal
health and ecosystem health (e.g., One
Health)
552.612 Essentials of One Health (0.5)
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PFRH Doctoral Seminars
Formal seminars are required for all PFRH doctoral students from the first year until students successfully
complete their preliminary oral exam. They are described below. The seminar in the first and second term of the
first year is planned based on students’ interests.
First-year Doctoral Seminars in PFRH: First and Second Term Course Objectives:
These seminars are designed to facilitate students’ transitions into the PFRH doctoral program, introduce skills to
help students succeed in the program, and develop students’ ability to formulate scientific questions.
At the end of the seminar, students will be able to:
• Describe the requirements, timeline, and benchmarks of the PFRH doctoral program
• Locate opportunities and resources for doctoral students within PFRH, JHBSPH, and JHU
• Read scientific articles effectively and efficiently
• Describe the nature of scientific questions and how they are identified
• Explain the role of the scientific community in the research process
• Articulate their area of specialization orally and in writing
First-year Doctoral Seminars in PFRH: Third and Fourth Term Course Objectives:
At the end of these courses, students will be able to:
• Develop a research concept based on their individual interests;
• Link scientific questions with appropriate research designs;
• Discuss strategies for obtaining and managing research funding;
• Evaluate different approaches used to communicate research findings; and
• Create a plan for their research career both as a student and later as a professional.
Second-year Doctoral Seminars in PFRH: First and Second Term Course Objectives:
At the end of these courses, students will be able to:
• Apply diverse conceptual frameworks to public health issues pertinent to PFRH;
• Critically evaluate empirical articles addressing public health issues related to PFRH;
• Compare and contrast the approaches of various academic disciplines to public health issues of relevance
to PFRH; and
• Recognize and critically evaluate common study designs and methods used in research relevant to PFRH.
• Compose and discuss written responses to analytic and conceptual questions about two studies
presented as a practice comprehensive exam (second term only)
The first term focuses on integrating life course and demographic methods and approaches across the population
area of interests in the department. The second term builds on the first term experience and is specific to the
student’s chosen area of interest. It also includes a practice written exam for the comprehensive exam.
PFRH Proposal Writing Seminar Course Objectives:
Upon successfully completing this course, students will be able to:
• Develop a research question, study aims, and hypotheses to be used in a dissertation proposal;
• Conduct a literature review which identifies current research and gaps as they relate to the study and
research questions and aims;
• Identify an appropriate study design including study population and methodology, both quantitative and
qualitative;
• Identify data sources or settings for data collection;
• Examine frameworks and find appropriate frameworks for the proposed research;
• Review analytic methods; develop a feasible timeline for the study; consider ethical issues and IRB
approval; and
• Identify potential funding sources, as appropriate.
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PFRH Research Apprenticeship
PFRH requires that PhD students undertake one or more research apprenticeship activities with one or more
faculty members during their program of study at JHSPH. The goal of this requirement is to ensure that PhD
students have a structured opportunity to master a specific set of competencies which: a) ensure their
competence as public health professionals after graduation and b) represent skills best learned outside a
conventional classroom setting in the context of an ongoing research program or project.
PhD students may begin activities aimed at fulfilling these competencies as early in their program of study as they
wish. Typically, PhD students begin to plan for this requirement during the second half of their first year and begin
the activities after their first year of studies.
PhD students may proceed to their departmental oral exam without completing the research apprenticeship. PhD
students who have not completed the research apprenticeship at the time of their departmental oral exam will be
expected at that time to: a) have demonstrated substantial progress toward their completion; and b) have a
concrete plan for completion soon thereafter.
Progress towards completing this requirement should be a major component of the discussion at the PhD
students’ annual reviews (see next section). PhD students master each of the following six competencies by means
of one or several research apprenticeships. The competencies are:
1. Critical Review of the Literature: PhD students must demonstrate the ability to synthesize and critically review a body
of literature that is more comprehensive than expected for a standard, course term paper.
2. Framing a Research Question: PhD students must demonstrate the ability to identify a “researchable” question.
3. Instrument Development: PhD students must demonstrate the ability to design an instrument for collecting data.
This ability may include identification and evaluation of existing instruments, the ability to adapt existing instruments
for new modalities (e.g. self-administered questionnaire converted to use in a telephone interview) or creating a new
instrument.
4. Data Collection: PhD students must document experience with primary data collection including activities related to
data coding and data entry.
5. Data Analysis: PhD students must document experience with analyzing either primary data they collected as part of a
supervised research project or data from a secondary source.
6. Manuscript Preparation: PhD students must have substantially participated in the preparation of a published or
publishable manuscript prepared in the form of an original peer-reviewed journal article; this requirement does not
include papers from thesis research.
PhD students may demonstrate several or even all competencies by means of one research apprenticeship if the
activities involved in the apprenticeship are comprehensive. Alternatively, PhD students may undertake several
research activities over their program of study, each of which results in mastery of one or more competencies.
When a PhD student masters one or more competencies, s/he must indicate on the apprenticeship form the
faculty member who was preceptor for the apprenticeship and the student’s advisor, including the signature of
each. The original form should be submitted to the Academic Program Manager who will place it in the student’s
file and note completion of each competency on the student’s tracking sheet. Students who master the
competencies one-by-one will typically turn in one form per apprenticeship. It is possible to use previous work to
meet one or more of the above competencies, but at least one must be completed during doctoral studies.
Supporting documents must be provided to validate the competency when completed in previous work.
PhD students may petition the PFRH Doctoral Committee to certify that they have mastered a competency before
they began the program. In such cases, students should attach to their petition documentation of their mastery
(e.g. a senior authored journal article or letter testifying to the student’s work as project manager of a data
collection effort) and a letter from their advisor indicating support for the request. PhD student may arrange their
research apprenticeships with any faculty of JHU or, with the approval of their advisor, with a qualified researcher
outside JHU. The Research Apprenticeship form may be found at:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD
Forms” section of this handbook.
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Doctoral Student Annual Reviews
JHSPH requires that all doctoral students have a yearly meeting with their academic advisor and other faculty
members from PFRH or when appropriate from other JHSPH departments. This process must begin after the
second year of study and occurs annually by mid-November.
Faculty who attend the review may change during a student’s program. The purpose of the meeting is twofold,
serving as an opportunity: 1) for students and faculty to discuss the student’s progress and identify resources and
potential problems as they progress through the program and 2) ensure that PFRH records on student progress are
correct and up-to-date.
Until students complete their schoolwide preliminary exam, the annual meeting is generally held with the
academic advisor and one other PFRH faculty member, usually someone the student and advisor select together.
Faculty members from other JHSPH departments are welcome to attend these early meetings if the student and
advisor think it would be helpful. After a student has passed the Schoolwide Preliminary Exam, it is expected that
the meeting will include the thesis advisor and faculty with whom the student is working, including faculty from
outside PFRH, if desired. The meeting may include members of the Schoolwide Preliminary Oral Exam Committee
who have agreed to help guide the student’s thesis research on an ongoing basis. Other people (e.g. the Academic
Program Manager) may attend if the student and advisor think it would be helpful. A least one other faculty
besides the students’ advisors (including co-advisors) must participate in the annual review of doctoral students,
preferably from PFRH is only one other faculty is in attendance.
Both students and faculty are responsible for insuring that the annual meetings take place, but students are
expected to initiate the meeting.
Students are required to provide a brief written progress report (no more than 1 or 2 pages) no later than one day
in advance of the meeting. If the report is not submitted a day before the meeting and the report is incomplete,
then the meeting will need to be rescheduled. This report should list progress toward graduation since the last
meeting and include fulfillment of course requirements and other milestones during the student’s course of study.
A transcript should also be included as part of the review. Students should bring copies of the report for each
faculty member attending the meeting as well as a copy of their transcript.
Students who are working outside the country are encouraged, but not required, to return for advisory meetings.
These students must submit a written progress report by an appointed time, determined by their advisor, for the
year(s) not in residence. The progress and planning report should be longer and more detailed than those
submitted by students who attend in person meetings. The advisor should share this report with other faculty (as
in the case of in person meetings) and then proceed in the same way as above by scheduling a meeting for the
advisor and other faculty to review progress with the student.
The annual review form can be found at:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD
Forms” section of this handbook.
Students are welcome to reach out to the director of the doctoral program, Dr. Caroline Moreau, if they would like
to confidentially raise an issue about advising needs.
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Thesis Advisory Committee
The School’s policy calls for the formation of a Thesis Advisory Committee:
The progress of each PhD student is followed regularly after completing the PFRH comprehensive examination but
usually after the preliminary oral exam at least once a year by a Thesis Advisory Committee consisting of the advisor
and two to four other faculty, from inside and/or outside the student’s Department. The objective of the Thesis
Advisory Committee is to provide continuity in the evaluation of the progress and development of the student’s
research. Committee membership can change during the research phase.
Procedure
1. The student and her/his advisor, with the consent of the Department Chair, decide on the composition of
this committee.
2. The first meeting of the full Thesis Advisory Committee may occur when the student is developing his/her
thesis proposal but most frequently is formed shortly after the student completes the departmental oral
examination (when the thesis proposal is presented) or the preliminary oral examination. PFRH faculty for
the committee are best identified before the departmental oral to provide students with feedback on their
proposed research by someone in addition to their advisor.
3. Students who are working outside of the country or at distant sites within the country are not required to
return for an in-person Thesis Advisory Committee meeting but can hold it virtually.
4. All students will submit yearly written progress reports or present progress on their research to their Thesis
Advisory Committees. A written evaluation based on this document or presentation will be provided to the
student and placed in the student’s departmental file. It is the responsibility of the Department to provide
the administrative oversight of these committees, to ensure that the committee meets and submits reports.
A departmental template for the yearly progress report will be shared.
5. A brief written progress report should be submitted by the student at the time each committee meeting
along with feedback on the student’s progress; a copy of the evaluation will be placed in the student’s
departmental file. A departmental template for the TAC meeting report will be shared.
The PFRH Thesis Advisory Committee form can be found here:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Thesis%20Advisory%20Committee%2
0Departmental%20Form.pdf
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PFRH Doctoral Comprehensive Exam
Objectives
The objectives of the exam are to assess whether students are:
• Prepared to move from course work to developing a dissertation proposal
• Able to demonstrate mastery of core knowledge in their chosen area of interest
• Able to critically analyze and synthesize empirical and theoretical research
Components
The two-part exam includes:
1. Area of interest Written Examination
A written take-home exam will be given that tests the students’ ability to critically analyze research in
their area of interest and to synthesize and integrate both concepts and required methods learned in
course work (including doctoral seminars).
2. Oral Examination
The oral exam focuses on content and synthesis of core area of interest and public health knowledge,
basic research methods, and follow-up questions on the written examination, providing students an
opportunity to clarify written responses. It also covers readings from the first and second term doctoral
seminars.
Comprehensive Exam and Second Year Doctoral Seminars
The first and second term doctoral seminars in the second year of the doctoral program of study contribute to
preparation for the comprehensive exams. During the first term, all second-year doctoral students participate in an
integrated seminar in which they review and critique literature based on readings that span the areas of interest in
the department and integrate the core demography courses and life course perspectives in health.
In the second term, students work with faculty members in their area of interest to critically review and evaluate
literature specific to the area. The readings address the specific area of interest competencies and methods
competencies related to measurement and study design. When appropriate (as determined by seminar leaders),
some areas of interest may choose to meet together to critically review and discuss a subset of readings. A practice
take-home exam also is reviewed with all second-year students at the end of the second tern. All second term,
second year doctoral seminars meet on the same pre-determined date and time to provide the opportunity for
cross area of interest collaboration. Readings from the first and second term second year doctoral seminars are
used as the basis for some oral exam questions.
Note: Students are strongly recommended to take 380.662 Critiquing the Research Literature in Maternal,
Neonatal, and Reproductive Health prior to sitting for comps.
Oral examination
The in-person oral examination focuses on content and synthesis of knowledge regarding core area of interest
courses and research methods and provides students an opportunity to clarify written responses in the take-home
written exam. The oral exam committee includes the advisor and two faculty from the area of interest or a closely
related area.
The most senior faculty member, other than the student’s advisor, chairs the exam.
The committee membership will be revealed once the student submits his/her completed take-home exam.
Student will learn whether they passed the written and oral portion of the examination at the conclusion of the
oral examination. If a student receives a conditional pass or fails the exam, the requirements for meeting the
conditions or retaking the exam need to be clear prior to the student leaving the room and noted on the exam
report form.
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Grading
Faculty participants are provided with general guidance and a rubric for the scope of responses to help assist in
grading the written and oral exam. Point distribution is as follows:
• 100 points for written exam (50% of total grade)
• 100 pts for oral exam (50% of total grade)
A passing grade is 70 points for the written and for the oral exam.
Timing
The written take-home comprehensive exam will be made available on a CoursePlus website at a predetermined
time and date. Students will have 4 days to complete the take-home exam (e.g., distributed on a Monday at 10am
and returned on a Friday at 4 pm via a drop box).
The oral comprehensive exam is up to two hours in duration and includes: a review of the student’s PFRH
academic file by faculty prior to starting the exam; questions related to the written exam, doctoral seminar
readings and area of interest content; faculty assessment; and time for final discussion with the student regarding
overall performance on the oral exam. The oral exam will take place within 2 weeks of students submitting the
completed written portion of the comprehensive exam and no earlier than 5 calendar days after submitting the
written exam.
Student Eligibility
Students must meet the following criteria to be eligible for the second-year comps:
• Completed all departmental, area of interest, and methods specialization requirements, and have fulfilled
any incomplete grades in all coursework. Waivers will be considered on an individual basis for up to one
course to be taken following the exam (see PFRH policy for waivers); the waived course must be taken
within the next two terms after the comprehensive exam.
• Completed four terms of a biostatistics course series (either 140.621-624 or 140.651-654)
• Earned a grade of B or better in required PFRH Core Department courses and have an overall grade point
average of 3.0 or better in all coursework.
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Departmental Preliminary Doctoral Oral Examination
This exam is intended to review the student's proposed research plan and determine that the student is
academically prepared to undertake the schoolwide preliminary oral exam and to carry out thesis research. The
examination provides the student with experience in discussing a research proposal in a formal setting that
resembles the School's preliminary oral. It also is a mechanism to review the rigor of the proposed research,
independent of the oral performance, and to provide the student with constructive commentary on the strengths
and weaknesses of the proposed research, as well as strengths and weaknesses in PFRH content and research
design and methods in general. Students are expected to begin with a 10-minute PowerPoint presentation
summarizing their proposed research.
In order to sit for the departmental oral examination a student must have completed all required coursework and
passed the written and oral components of the Department Comprehensive Examination. Students are also
expected to complete a thesis proposal in preparation for the exam. This proposal is completed while working
closely with their advisor, co-advisor, if there is one, and department faculty, as appropriate, to determine if the
thesis proposal is of adequate rigor before proceeding to the oral exam. The faculty advisor (and co-advisor) is
expected to have thoroughly reviewed the proposal and have approved its quality prior to scheduling the
examination. Other examiners or department faculty are not responsible for approving the proposal prior to the
examination, but consultation from faculty other than the advisor is recommended, as appropriate.
In addition to working with their advisor(s), students are expected to take advantage of the proposal writing
seminar. It provides an opportunity to receive feedback from fellow students and the seminar instructor about
their proposed research and proposal. Examples of proposals are available for student review in the proposal
writing course website and provide models of the expected rigor. Sample proposals are also available for faculty
review (see Education Office). Students are expected to discuss feedback received during the proposal writing
seminar with their advisor (and co-advisor).
The Departmental Oral Examination is typically scheduled at least one month before the Schoolwide Preliminary
Oral Examination. It may be wise to begin contacting faculty about service on the schoolwide oral exam
committee before the departmental oral so that paperwork for the schoolwide exam can be submitted shortly
after the departmental oral exam is successfully concluded with an unconditional pass. On the other hand, time
between the two exams may be advised for students whose proposal may need additional refinement or for
students who may need additional preparation in answering questions in an oral exam.
The Departmental Oral Committee should include four members of the PFRH faculty including the student’s thesis
advisor (and co-advisor). In the rare exception, a student may request to have a committee of three members; this
request will not be granted for students with co-advisors. It is important that not all members of the committee
have been involved in the student’s proposal, so that the student has the opportunity for the proposal to be
evaluated by a faculty member not involved in the project and or research. If a PFRH faculty member (not including
the student’s advisor) has agreed to serve on the Schoolwide Oral Committee, then that person must also serve as
a member of the Departmental Oral Committee. Faculty with joint appointments in PFRH whose primary
appointment is in another University department may serve on the Departmental Oral Committee, but only if they
are not serving as outside members of the Schoolwide Oral Committee. Students cannot have more than three
members from the Department Preliminary Oral Examination on the Schoolwide Preliminary Oral Examination; co-
advisors are two of the three department faculty.
The student and his/her advisor select the committee members for this exam.
The student is responsible for scheduling the exam and a room, reserving multimedia equipment (e.g. laptop,
computer) and filing appropriate administrative forms provided by the Academic Program Manager at least one
month prior to date of exam. Department room reservations can be scheduled through the Academic Program
Manager. Multimedia equipment can be reserved through the Department Chair’s Office.
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Students may find the Departmental Preliminary Oral Examination Form at:
https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Forms/AllItems.aspx or in the “PhD
Forms” section of this handbook.
Students should send an email to all committee members 24 hours before the exam reminding them of the time
and place. The student is expected to give each member of the committee a copy of the thesis proposal for their
review no less than two weeks, preferably three weeks, before the exam. A committee member who does not
receive a copy in time may refuse to serve on the exam.
Staging “mock” oral exams with other students prior to the exam may be helpful. It is particularly helpful to include
students who have completed the process. It also is a good opportunity to get feedback on the PowerPoint
presentation.
Possible outcomes of the Departmental Oral Exam are “pass,” “conditional pass,” and “fail.” Students who pass
may proceed to the Schoolwide Oral Examination, although some time delays for proposal revisions may be
recommended even for students who passed the exam. Students who receive a conditional pass must fulfill the
specified conditions before scheduling the Schoolwide Preliminary Oral. The thesis advisor is responsible for
ensuring conditions are fulfilled before the Schoolwide Oral is scheduled unless the conditions specify otherwise. A
student who fails must schedule a second Departmental Oral Examination before proceeding to a Schoolwide Oral.
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Schoolwide Preliminary Doctoral Oral Exam
Purpose
The purpose of this examination is to determine whether the student has both the ability and knowledge to
undertake significant research in his/her general area of interest. Specifically, the examiners will be concerned
with the student's: (1) capacity for logical thinking; (2) breadth of knowledge in relevant areas; and (3) ability to
develop and conduct research leading to a completed thesis. Discussion of a specific research proposal, if available,
may serve as a vehicle for determining the student's general knowledge and research capacity. However, this
examination is not intended to be a defense of a specific research proposal.
Policy
This exam is a University examination under the jurisdiction of the Graduate Board and is required of all PhD
students. The full-time residency requirement must be successfully fulfilled before the Preliminary Oral
Examination is requested.
The Examining Committee must:
1.
Include five voting members. Two members MUST be from the sponsoring department; one of these is the
advisor. A third member from the sponsoring department is optional. (LIMIT of 3 members from sponsoring
department; co-advisors are 2 of the 3 members.)
a. The student's advisor of record must serve as a member of the Committee. If a student is in a
department where the advisor serves on the committee, the advisor must be among the members
present; an alternate may not serve for the advisor. The senior faculty member without a primary
appointment in the student's Department will serve as Chair of the Committee and MUST hold the rank
of Associate or Full Professor.
b. All faculty members must serve on the Committee representing the department of their primary faculty
appointment. The exception when faculty member can serve in his/her joint appointment capacity is as
the student’s advisor.
c. Most often, the committee includes duly appointed faculty members of a University department and
must hold, at the time of selection, an appointment of Assistant Professor or higher. Occasionally, an
adjunct or one scientist faculty member, but not both, may serve on the Committee. Neither may serve
as the Chair.
d. Access to the most current faculty can be found on the school's website at
www.jhsph.edu/faculty/directory/list Contact Isis Conroy-Tabrizi at [email protected] with any issues
with this directory.
e. All Committee members must be present at the scheduled exam location; but teleconference
participation is permitted 2020-21.
2. Be comprised of three Departments of the University, TWO from the Bloomberg School of Public Health.
3. Must have appropriate alternate members to serve on the committee. Selection of alternates is very
important for ensuring the exam take place at the originally scheduled date/time. If two members on your
committee are from your sponsoring department, one alternate should come from the sponsoring
department and one from a non-sponsoring department. If you three committee members are from your
sponsoring department, then two alternates should be from a non-sponsoring department, at least one of
which should be of the rank of Associate Professor or higher and from a department other than the chair.
The examination should be taken at the earliest feasible time, not later than the end of the student's third year in
residence, and before significant engagement in dissertation research. If the student fails the Preliminary Oral
Examination and is permitted a re-examination, she/he/they must be re-examined within one year.
Room Scheduling and multimedia/audio/visual equipment requests are the responsibility of the student. Room
and multimedia requests must be submitted to
https://my.jhsph.edu/Offices/InformationTechnology/forms/SETForm.aspx
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Students who schedule their exam during the summer term are not required to pay tuition for this term if they are
registered during the fourth term before the exam or the first term after the exam.
Conduct of Examination and Report of Results
Before presenting the request for the examination, the student shall contact prospective examiners to ensure they
are available to serve on the committee. Alternates from both PFRH and other departments need to be identified.
If an officially appointed members of the committee fails to appear on the date fixed for the examination, one
previously approved alternate must be prepared to discharge the responsibility of the absent individual. A
preliminary oral examination may not be held with fewer than five officially approved faculty members in the
room. The advisor must be among the members present; an alternate may not serve for the advisor.
The student is responsible for scheduling the exam and a room and filing appropriate administrative forms
provided by the Academic Program Manager at least one month prior to date of exam. Students should send an
email to all committee members 24 hours before the exam reminding them of the time and place.
The Schoolwide Preliminary Oral form may be found at:
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
The conduct of the examination should follow guidelines stated in the Graduate Board document entitled,
"Suggestions for the Chair of Graduate Board Oral Examinations." Copies of this document are on file in the Office
of Records and Registration.
Immediately following the examination, the committee must evaluate the success or failure of the student by a
closed ballot prior to any discussion of the candidate's performance.
One of the following results must be reported to the Office of Records and Registration by the committee chair:
Unconditional Pass: If the members each vote "unconditional pass" on the first ballot, this result is reported with
no further discussion. If one or more members vote "conditional pass" or "fail," then the committee should discuss
the specific concerns of those members as discussed in conditional pass below.
Conditional Pass: The committee may decide that further evidence of qualifications is necessary and impose a
specified condition that the candidate must fulfill within a given time period. If at least one member votes for fail
or conditional pass on the immediate closed ballot, then the committee must discuss and subsequently vote (with
an open ballot) on possible conditions. Members who feel the need for a condition or failure must convince the
others, or vice-versa. The committee should make a concerted effort to reach a consensus.
If it is not possible to reach a consensus, then the majority will determine if the outcome is unconditional or
conditional pass, and the nature of any required condition. In the case of a conditional pass, the committee will
remain appointed until the condition is removed. Terms of the condition and its removal including the date by
which fulfillment of the condition will be completed must be reported by the committee chair in writing to the
Office of Records and Registration.
Failure: If a majority of the committee decides that the candidate has failed the examination, the committee must
recommend a future course of action. The recommendation may be one of the following:
1) No reexamination.
2) Reexamination by the same committee.
3) Reexamination in written form and conducted by the same committee.
4) Reexamination by a new committee. If the recommendation is for a new committee, then at least one
outside member of the original committee shall be appointed to the new committee and must be
approved by the University Graduate Board.
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Report of Examiners
The result of the examination must be recorded on the appropriate line at the bottom of the scheduling form for
the examination. Each member of the committee must sign the form and it must be returned by the chair to the
Office of Records and Registration at the Bloomberg School of Public Health immediately after the examination.
Submission of Thesis Research Documentation Form
The Thesis Research Documentation Form must be submitted no later than six months after the completion of the
Schoolwide Preliminary Exam. The purpose of this form is to verify that students have received the appropriate
research approval for their dissertation.
Students should contact the Office of Graduate Education and Research ([email protected]) for a copy of the
Thesis Research Documentation form.
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Final Doctoral Oral Exam
Policy
The oral defense of the thesis shall be conducted by the Committee of Thesis Readers after the advisor agrees that
the candidate is ready for the formal defense. The advisor must certify in writing that the thesis is in a form that is
ready for defense before the student may distribute the final written document to the thesis readers. During the
defense the committee shall evaluate: (a) the originality and publication potential of the research; (b) the
candidate's understanding of the details of the methodological and analytic work; and (c) the final quality of the
written thesis document.
Conduct of Examination
If one of the officially appointed members of the committee fails to appear on the date fixed for the defense, a
previously approved alternate must be prepared to discharge the responsibility of the absent individual. A final
oral examination may not be held with fewer than four officially approved faculty members present in the room.
The advisor must be among the members present; an alternate may not serve for the advisor. The examination will
be open to the public. It is the prerogative of the Examining Committee to decide on the details of conducting the
examination. At the conclusion of the formal presentation by the student, the student, public, and unofficial
members of the Faculty Examining Committee will be excused. At the conclusion of the examination with only the
committee present, the members will then vote with a closed ballot on the candidate's performance and written
thesis, selecting one of the following outcomes:
Acceptable: This choice requires a unanimous vote of the committee indicating an acceptable thesis with only
minor corrections. Minor corrections are those that can be comfortably completed within two weeks following the
exam.
Conditionally Acceptable: If one or more members require substantive changes to the thesis, these changes must
be discussed by the committee. Immediately following this discussion, each member who still requires changes will
write down the specific nature of the changes and the time expected for the student to complete them. The
appropriately revised thesis must be submitted to each member for final approval; the committee shall remain
appointed until the chair writes a letter to the associate dean responsible for student academic affairs indicating
that all conditions have been met.
Unacceptable: If one or more members feel that the candidate's understanding of the written thesis is inadequate,
or that the thesis in its present form is not acceptable for a doctoral dissertation, then the candidate has FAILED.
Re-examination would be in order unless there is a unanimous recommendation to the contrary. The re-
examination will normally be by the same committee, but a new committee may be selected by the Chair of the
Committee on Academic Standards if petitioned by the student.
Public Seminar
As a culminating experience, the doctoral student will present a formal, public seminar. This requirement provides
experience for the student in preparing a formal seminar; provides the faculty and department with an
opportunity to share in the student’s accomplishment; and gives a sense of finality to the doctoral experience on
behalf of the student. The presentation is expected to not exceed 25 minutes. Students who choose to give a
longer presentation should consult their defense committee about the acceptability of longer presentation.
Report of Examiners
Immediately following the defense, the Examining Committee Chair shall submit a report to the Office of Records
and Registration of the outcome of the examination and any conditions which have been set for additional work or
revisions of the thesis. The written report must include the written statements by individual committee members
detailing the specific changes in the thesis that each requires. An associate dean responsible for student academic
affairs shall inform the student by letter (with copies to the department chair and all readers) of the conclusions of
the committee.
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It is the responsibility of the thesis advisor to ascertain that all suggested revisions are incorporated into the final
copy of the thesis. It is the individual responsibility of the readers to verify that any revisions suggested by them
have been appropriately incorporated into the final copy. When the thesis is deemed acceptable, the committee
chair and thesis advisor shall each submit a letter to this effect to the Office of Records and Registration for the
attention of the associate dean responsible for student academic affairs.
The student is not considered to have passed the exam until all specific changes have been made and all letters
have been received. The student should submit a PDF/A copy of the final thesis/dissertation to the Johns Hopkins
ETD Submission Tool http://etd.library.jhu.edu. Instructions for formatting and submitting may be found at
http://guides.library.jhu.edu/etd. The student’s thesis needs approval from Eisenhower Library before a final PDF
copy is sent to the department.
Students should refer to the “After the Final Defense” document on the Records and Registration site for details
about the final steps that must be taken in order to complete all school requirements.
https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.aspx
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PFRH Dissertation Proposal Guidelines
This section provides guidelines and standards for the PFRH Dissertation Proposal, which also serves as an
opportunity to build grant writing skills. The PFRH proposal format is an extended adaptation of the proposal
format required by the U.S. National Institutes of Health.
Proposals must include the following sections:
• Title page (1 page)
• Abstract (1 page)
• Specific Aims (1 page)
• Background
• Conceptual Framework
• Approach
• Research Ethics (1/2 page)
• Timeline (1/2 page)
• Student Involvement and Faculty Expertise (1 page)
• References
• Appendices (no more than 5, total must not exceed 10 pages)
The core of the proposal (Abstract, Specific Aims, Background, Conceptual Framework, Approach, and Research
Ethics) must not exceed 22 pages. Proposals should be single spaced with 0.5-inch margins and use a font no
smaller than 11-point. Separate the sections of the proposal with headings and use headings within sections as
needed. The sections are detailed below.
Title Page (1 page). Include the title of the project, student name, department, date, advisor’s name, and names of
the examining committee.
Abstract (1 page). The abstract should include the study rationale and objectives, a brief description of methods
including study design, study sample, measures and analytical methods, and a statement about how the project
will impact the field. The abstract should be 400 to 500 words and be written in plain language that is accessible
for a non-scientist audience.
Specific Aims (1 page). The specific aims page should start with an introductory paragraph, followed by the
project’s objectives, specific aims, and anticipated impact. The introductory paragraph should introduce the
research subject, summarize what is known and the knowledge gaps, and describe why the proposed project is the
next logical step. The following paragraph describes the proposal’s objectives. Each aim should then be described
in 4-5 sentences, including the hypothesis being tested (if relevant) and the proposed approach for accomplishing
the aim. The section should end with a 1-sentence explanation of the project’s anticipated impact on the field.
Background (5-5.5 pages). This section should explain the importance of the public health problem the research
will address, describe major prior research findings about the problem, and identify the major gaps in knowledge
about the problem and how they impede scientific understanding and/or public health practice. Lastly, the section
should explain how the research will extend conceptual and/or empirical evidence and how it may be used to
support policy or programs to improve population health outcomes.
Conceptual Framework (1-2 pages). This section should describe relevant theories and/or models used to develop
the research and include a figure to visually show how study concepts relate to one another.
Approach (9-11.5 pages). This section should describe the research strategy that will be used to accomplish the
proposal’s aims. It should describe the data to be used and how it was or will be collected, the study sample, the
measures to be used and how they will be operationalized, and the analytic methods that will be applied. The
approach can be described separately for each aim if needed. The section should end with a discussion of the
strengths and limitations of the approach as well as potential challenges and possible solutions.
15 to 19 pages total
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Research Ethics (1/2 page). This section should describe ethical considerations relevant to the conduct of the
proposed research and the plan for obtaining IRB approval (if needed).
Timeline (1/2 page). This section should list the activities necessary to complete the proposed research mapped
onto time. The timeline can be presented in the form of a table or Gantt chart. The Timeline section is not included
in the proposal page length.
Student Involvement and Faculty Expertise (1 page). The first part of this section, Student Involvement, should be
included when the proposed dissertation research is a part of a larger study conducted by a BSPH faculty member
or an outside researcher or agency. The student’s past and future involvement in the parent study should be
described and the distinction between the parent project and the student’s independent dissertation research
should be clearly explained. The second part of the section should identify expertise that will be needed on a
Thesis Advisory Committee (TAC) and the names of potential TAC members. The Student Involvement and Faculty
Expertise section is not included in the proposal page length.
References. All references should be formatted using AMA citation style and compiled at the end of the proposal.
This format is required because other formats increase the length of the proposal. The Reference Section is not
included in the proposal page length.
Appendices. Up to five appendices can be submitted with the proposal. Appendices should include material that is
too detailed to include in the proposal, such as statistical equations, sample size calculations, detailed tables of
measures, or preliminary data. Appendix content should be summarized at the appropriate point in the body of
the proposal and referred to the Appendix for details. Appendices are not included in the proposal page length and
should total no more than 10 pages.
For further information, consult the documents available in the Online Library of the proposal seminar (380.721)
CoursePlus site.
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PFRH Dissertation Guidelines
Abstract
Each dissertation or thesis must contain an abstract immediately following the title page. It should present a
succinct account of the work. The abstract should contain (1) a statement of the problem or theory, (2) procedure
or methods, (3) results and (4) conclusions.
The abstract must be double-spaced and should not be more than 350 words. Unione Matematica Italiana (UMI)
editors for Dissertation Abstracts International will edit any abstract over this limit. Illustrations, graphs, charts or
tables are not permitted in the abstract because they are not permitted by UMI for publication in Dissertation
Abstracts International.
The abstract must provide the name of the readers/advisors at the bottom and conform to all requirements for the
printing of the dissertation.
All abstracts must be in English, even if permission has been granted for a dissertation to be written in a language
other than English.
Acknowledgments and Curriculum Vita
If the student desires to make acknowledgments, they should be printed on a separate page. The final page of the
dissertation should contain a brief biographical sketch. This "scholarly life" or "curriculum vita" should record the
date and location of the author's birth and the salient facts of his or her academic training and experience in
teaching and research.
Order and Content
1. Front Matter
a. Title page
b. Abstract
c. Preface, including acknowledgments
d. Table of Contents, with titles and page references
e. List of Tables, with titles and page references
f. List of Figures, titles and page references
g. List of Plates, with titles and page references
2. Text
a. Introduction
b. Main body, with the larger divisions and more important minor division indicated by suitable,
consistent headings
3. References
a. Appendices
b. Bibliography
4. Curriculum Vitae
Fair Use of Copyrighted Work
If any material copyrighted by others is used in a dissertation/thesis (beyond fair use as
legally defined below), the author must obtain written permission for such use from the copyright holders and
must include permission letters when submitting the dissertation or thesis to the Milton S. Eisenhower Library.
Please refer to section on previously published/co-authored work. Quotations from the works of others must abide
by fair use standards. The following statement is from Section 107 of the Copyright Act of 1976. Limitations on
exclusive rights: Fair use:
Notwithstanding the provisions of sections 106 and 106A [17 USCS Sects. 106, 106A], the fair use of a copyrighted
work, including such use by reproduction in copies or phone records or by any other means specified by that
section, for purposes such as criticism, comment, news reporting, teaching (including multiple copies for classroom
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46
use), scholarship, or research, is not an infringement of copyright. In determining whether the use made of a work
in any particular case is a fair use, the factors to be considered shall include--
1. The purpose and character of the use, including whether such use is of a commercial nature or is for
nonprofit educational purposes;
2. The nature of the copyrighted work;
3. The amount and substantiality of the portion used in relation to the copyrighted work as a whole; and
4. The effect of the use upon the potential market for or value of the copyrighted work.
The fact that a work is unpublished shall not itself bar a finding of fair use if such finding is made upon
consideration of all the above factors.
Previously Published or Coauthored Material
Students in the sciences and engineering, and sometimes other fields, may wish to use work they have previously
published or coauthored in the dissertation or thesis when the majority of the work and its conceptualization are
the student's. In approving the dissertation, the first reader/advisor certifies that the student has made a
significant contribution of original research to the field as part of the course of study at Hopkins. Request to use
work accomplished prior to graduate enrollment at Johns Hopkins will be denied.
Previously published material must be incorporated into a larger argument that unites the whole work. A common
thread linking the various parts must be identified and made explicit as the papers are joined into a coherent unit.
Introductory, transitional, concluding sections, and a bibliography must be included. Proper credit must be given to
co-authors and to the publisher. Written evidence that permission has been granted by the publisher must
accompany the dissertation.
Discrete, unlinked papers are not acceptable.
Student's Right of Copyright
The dissertation /thesis is the intellectual property of the student. Copyright is automatic, but registration with the
Copyright Office establishes a public record of the copyright claim. Please see below how to register your copyright
with the Copyright Office under “Doctoral Dissertations”. Appropriate copyright notice should be printed on the
title page. It should include 1) the symbol © or the letter c in a circle, or the word “Copyright,” or the abbreviation
“Copr;” 2) year of first publication of the work; and 3) the name of the owner of the copyright. An example is
shown below.
© 1998 John Doe
All Rights Reserved
Embargos and Restrictions
A student may embargo the publication of their dissertation at Proquest/UMI for 6 months, 1 or 2 years and/or
restrict the publication by selecting one or more of the restriction options when filling out the PrQuest/UMI
Publishing Agreement form. If the author selects an embargo for the publication of the dissertation at
ProQuest/UMI, the Library will honor this request by placing the same embargo time on the Library’s copy. The
embargo will prevent the work from being viewed by anyone, even in the Hopkins Community, without the
author’s written permission until the specified time period has elapsed. Or, the author may release the embargo at
any time with a written notice to ProQuest/UMI and the Library.
A student may extend an embargo, if there is a legitimate need, by adjusting the ProQuest/ UMI Publishing
Agreement form to reflect the duration needed. Again, the Library will honor this request with the same
stipulations regarding written permission for viewing and release.
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Copyright Registration
While copyright registration is not generally required for protection, the copyright law provides advantages to
copyright owners who do register. Among these advantages are the following:
• Registration establishes a public record of the copyright claim;
• Before an infringement suit may be filed in court, registration is necessary for works of U.S. origin and for
foreign works not originating in a Berne Union country. (For information on when a work is of U.S. origin,
request Circular 93 from the Library of Congress);
• If made before or within five (5) years of publication, registration will establish prima facie evidence in
court of the validity of the copyright and of the facts stated in the certificate; and
• If registration is made within three (3) months after publication of the work or prior to an infringement of
the work, statutory damages and attorney's fees will be available to the copyright owner in court actions.
Otherwise, only an award of actual damages and profits is available to the copyright owner.
Copyright registration allows the owner of the copyright to record the registration with the U.S. Customs Service
for protection against the importation of infringing copies.
Doctoral Dissertations
It is the student’s decision whether or not to register a copyright for the dissertation. If registration of copyright is
sought, this can be done in two ways: (1) the student can apply directly for the registration to the Library of
Congress by filing the necessary application and fee (2) the student can authorize UMI to submit an application for
the copyright registration in the student’s name. The UMI form is found inside the Publishing Your Doctoral
Dissertation with UMI Dissertation Publishing pamphlet available through the CBO website
https://www.library.jhu.edu/library-services/electronic-theses-dissertations/. There is a fee for this service which
is paid when the dissertation is submitted to the Milton S. Eisenhower Library. Appropriate copyright notice should
be printed on the title page. For example:
© 1998 John Doe
All Rights Reserved
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PFRH Doctoral Timeline
This timeline is structured over four years to align with a four-year tuition funding package. Students should consider the specifics of their individual funding
package, in addition to other factors, to determine the appropriate length of their program timeline.
PFRH MSPH graduates who enter the PhD program should identify a dissertation topic toward the end of their first year in the program, define their
dissertation aims and identify a data source in the beginning of their second year, and schedule their departmental and schoolwide exams in the first half of
their third year.
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Monitoring Progress of PFRH doctoral students
The University Doctoral Board requires that each doctoral student, and Postdoctoral Fellow, should receive an
annual review during every year in their program. This review is expected to have 3 components:
1. Student self-assessment and Individual Development Plan (IDP)
2. Monitoring of progress in the program
3. Written feedback to the student/Fellow
For PFRH doctoral students, the IDP self-assessment and Annual Review process embody these three
components. First and second-year doctoral students will complete the IDP, which is described in detail below and
are reviewed as part of meetings of students with their advisors. PFRH encourages doctoral students to meet
regularly and frequently with their advisors.
Annual Review. JHSPH, and thus PFRH, requires that all doctoral students have a yearly meeting with their
academic advisor and other faculty members from PFRH or other JHSPH departments. A formal annual review
meeting and report is required after the second year of study and takes place annually by mid-November.
Faculty who attend the review may change during a student’s program. The purpose of the meeting is twofold,
serving as an opportunity: 1) for students and faculty to discuss the student’s progress and identify resources and
potential problems as they progress through the program and 2) ensure that PFRH records on student progress are
correct and up-to-date.
Individual Development Plan. The IDP is intended to help PhD students assess their goals, strengths, weaknesses,
values, and plans for their future careers. Students are expected to complete the IDP at the beginning of their
doctoral studies and update it at then end of each academic year, usually during the summer. As noted earlier,
the IDP is not meant to track progress towards specific degree requirements. These are accomplished by the PFRH
department’s Annual Review and credentialing process. Rather, the IDP is designed to assist students in
considering future career goals and how to best ensure activities during their doctoral studies prepare them
appropriately for these goals.
If students would like to complete more self-assessment focused IDPs here are a few:
• American Association for the Advancement of Science (AAAS): http://myidp.sciencecareers.org/
• University of Michigan:
http://faculty.medicine.umich.edu/sites/default/files/downloads/individual_development_plan0.pdf
• Stanford University: https://biosciences.stanford.edu/current/idp/forms.html
An Individual Development Plan helps with self-assessment, planning, and communication:
• An IDP can help students communicate professional development and career planning needs and
intentions to others including their advisor, which can lead to helpful advice and resources.
• They can use the IDP to make sure their expectations and those of their advisor are clearly outlined and in
agreement so that there are no big surprises, particularly at the end of training.
• The current job market is challenging, and research has shown that individuals who perform structured
career planning achieve greater career success and satisfaction.
• Some students, especially those early in their studies, may not yet have a firm understanding of where
they hope to take your career. The IDP can also help think about strengths and weaknesses as they
evolve towards career planning.
• The IDP is meant as a living document, to be modified as students move through the program and solidify
their goals and plan.
• The IDP helps to reflect on successes and challenges from the previous year and anticipate any successes
and challenges in the coming year(s).
• The questions listed below help as a starting place for thinking; students do not need to respond to all, if
some are less relevant, and aspects not included can also be considered.
We hope that you find this opportunity for reflection helpful and welcome feedback on the process.
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PFRH Forms for Doctoral students
This section lists PFRH forms that Doctoral students will need to access throughout the PhD program. Students
should check the links provided for the most up-to-date version of these forms.
All forms can be access through my.jhsph.edu. After logging in, select:
Departments
Population, Family & Reproductive Health
PFRH Student Information & Handbooks > Doctoral Students
PFRH PhD Research Apprenticeship Form
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/PhD_Apprenticeship_Form.d
oc
PFRH PhD Individual Development Plan Form
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/PFRH%20PhD%20Individual
%20Development%20Plan%20Form.docx
PFRH PhD Annual Review Form & Progress Report
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/PFRH%20PhD%20Annual%20
Review%20Form.docx
PFRH Thesis Advisory Committee Form
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Thesis%20Advisory%20Com
mittee%20Departmental%20Form.pdf
PFRH Departmental Oral Exam Form
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Departmental%20Oral%20Ex
amination%20Form.doc
Preparing for the Department & Schoolwide Preliminary Exams
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Preparing%20for%20the%20
Department%20%26%20Schoolwide%20Preliminary%20Exams.docx
Preparing for and Scheduling the Final Defense
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Preparing%20for%20the%20
Department%20%26%20Schoolwide%20Preliminary%20Exams.docx
Finalizing the Dissertation and Preparing for Graduation
• https://my.jhsph.edu/sites/PFHS/handbook/Doctoral%20Student%20Forms/Preparing%20for%20the%20
Department%20%26%20Schoolwide%20Preliminary%20Exams.docx
Additional forms for Doctoral Candidates , including doctoral information and exams, can be found here:
• https://my.jhsph.edu/Offices/StudentAffairs/RecordsRegistration/DoctoralCandidateInfo/Pages/default.a
spx
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PART III –
PFRH CERTIFICATE
PROGRAMS
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52
PFRH Certificate Programs
Adolescent Health
Demographic Methods
Maternal and Child Health
Population and Health
Public Health Advocacy*
*Jointly offered.
For information on the Educational Objectives, Requirements and Course of Study for each Certificate,
please visit https://www.jhsph.edu/academics/certificate-programs/ or contact Gilbert Morgan,
gmorga13@jhu.edu.
Please discuss your interest in pursuing a Certificate with your academic advisor!
