“As a surgeon-researcher, knowing how to answer
a clinical question through research is invaluable
to medicine. In my classes, I’m learning how to
interpret data and come up with questions that
challenge the status quo.”
Use research to change health care
The Dartmouth Institute’s Master of Science in Healthcare Research program trains students to be leaders and researchers in health services delivery and quality improvement. Designed to set you on a pathway toward publishing research work or pursuing a PhD program, the MS program will help you build your skills in qualitative and quantitative research methods, survey design and research analysis.
Through challenging coursework and research projects, you will develop expertise in the quantitative techniques to assess the outcomes of medical care. Along the way, you will be guided and mentored by our world-renowned faculty who are the innovators behind many of the most disruptive ideas in health care today. The MS program is often sought out by experienced researchers, aspiring academics, and physicians looking to enhance their research skills as clinician investigators.
Here’s how the program works
Students start in July and take classes four to five days per week, often with Dartmouth’s MPH students. The academic year is divided into four, 10-week terms culminating with graduation the following June. The first half of the year covers core coursework such as research methods and critical issues in the health care system. In the second half of the year, students shape their interests through electives and work to address health care challenges locally and nationally through capstone projects.
Jesse Columbo, MD, a current student from Belchertown, MA, is focusing on improving the quality of life for patients with vascular disease. He is conducting research under the mentorship of Philip Goodney, MD, MS, a vascular surgeon and health services researcher at The Dartmouth Institute. Columbo recently had a systematic review he co-authored based on his course work published in the Annals of Surgery, the top ranking surgical journal in print.
“As a surgeon-researcher, knowing how to answer
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SENIOR DIRECTOR OF RECRUITING & ADMISSIONS
Meghan Longacre is a child developmental researcher with expertise in the socioecological influences on children’s, adolescents’, and young adult’s health risk behaviors. For the past 11 years, her research has focused on the prevention of childhood obesity. Her current work examines the influence of food marketing on preschoolers’ diet. Longacre has worked with several prominent community organizations, including the Montshire Museum of Science in Norwich, Vermont, and WGBH, the Boston PBS Affiliate, to design and evaluate research-informed curricula to promote energy-balance practices in preschool, middle-school, and high-school settings.
Longacre teaches in both the 1-year, on-campus and 2-year, online Master of Public Health programs at The Dartmouth Institute. In the on-campus program, she is the course co-director for PH 161, MPH Internship and a faculty mentor in PH 177, capstone. She is also the course co-director for PH 261 practicum, which combines the public health internship and capstone experiences for the hybrid MPH program. Since coming to Dartmouth in 2001, she has mentored numerous undergraduate and graduate students.
She earned a BA in psychology from Rutgers University, and an MS and PhD in family studies and human development from The University of Arizona.
Practicum and Practicum Intensive
The TDI Hybrid MPH includes a concurrent practicum course that runs throughout the entire program, combining an Applied Practice Experience, or APE (a field study) with an Integrated Learning Experience, or ILE (written culminating project). Students develop and execute their own individual practicum with faculty support, focusing on a specific problem area or question. Skills gained in the program serve to improve health and/or health care, develop or refine policy, or generate new knowledge in a real-world setting. Using systems thinking, qualitative and quantitative methods, along with effective inquiry, student practicums will provide actionable insights and feasible recommendations.
Qualitative & Survey Research Methods
This course introduces the basic principles of qualitative research design and analysis using grounded theory along with the fundamentals of developing and analyzing surveys. Students will gain experience with interviewing and focus group facilitation, survey design and sampling, data collection, analysis, interpretation and reporting of results. In addition to gaining knowledge about primary research methods, students will be introduced to the use and analysis of data from publicly available national survey data.
The public health field internship provides students with an opportunity to apply principles and skills learned in the classroom - the measurement, organization, and improvement of public health care - to real situations in the field. A minimum of 120 hours is to be spent at the placement site during the winter and spring terms. Typically, this internship occurs in the final term of the year, but other arrangements are possible, typically for part-time students, with permission of the course director. Students who have completed their internships prepare and present an overview of their experience at the conclusion of the spring term and complete an exit appraisal of their experience and achievements.
Required for MPH; Not available for MS, PhD, Post-doc or Special students.
Prerequisites: PH 100, 102, 111, 115, 117, 139, 140, 151, and 154 or consent of course directors.
MORE ABOUT PAUL'S WORK
Meghan Longacre serves on the board of editors for the Journal of Nutrition Education and Behavior, and is a study section reviewer for NIH’s Time-Sensitive Obesity Policy and Program Evaluation grants. She serves on The Dartmouth Institute's admissions and curriculum committee, and also serves as a board member for the Montshire Corporation at the Montshire Museum in Norwich, Vermont.