FORMATIVE RESEARCH FOR BEHAVIORAL AND COMMUNITY INTERVENTIONS Syllabus
Course Learning Objectives
Upon successfully completing this course, students will be able to:
- formulate formative research questions appropriate for each stage in intervention development
- identify appropriate methods and place them within a study protocol
- prepare for coordinating a formative research component in the field
- review and learn current approaches taken and ways in which data was utilized in selected case studies
Examines how to conduct formative research and use its findings in the many stages of developing, implementing and evaluating public health interventions. Discusses cross-cutting issues on study design, staff training, community entry and involvement, and data management and use. Presents and analyzes case studies on multi-method formative research and the use of the data collected to develop more effective behavioral and community interventions. Examples presented and analyzed include programs to prevent and control HIV/AIDS, malaria, dengue hemorrhagic fever, diarrhea and neonatal mortality in Latin America, Africa and Asia. Students read assigned materials, attend class, actively engage in classroom discussions, and develop a formative research protocol on a topic of their interest.
MPH, MHS, and PHD students interested in formative and qualitative research.
Methods of Assessment
Grading Policy: Student evaluation based on class participation (30%) and a written formative research protocol (70%).
Grading Restrictions: Letter grade
221.688 or 224.689 and 224.690-691; or consent of instructor
Academic Ethics Code
The code, discussed in the Policy and Procedure Memorandum for Students, March 31, 2002, will be adhered to in this class:
Students enrolled in the Bloomberg School of Public Health of The Johns Hopkins University assume an obligation to conduct themselves in a manner appropriate to the University's mission as an institution of higher education. A student is obligated to refrain from acts which he or she knows, or under the circumstances has reason to know, impair the academic integrity of the University. Violations of academic integrity include, but are not limited to: cheating; plagiarism; knowingly furnishing false information to any agent of the University for inclusion in the academic record; violation of the rights and welfare of animal or human subjects in research; and misconduct as a member of either School or University committees or recognized groups or organizations.
Disability Support Services
If you are a student with a documented disability who requires an academic accommodation, please contact Betty H. Addison in the Office of Student Life Services: firstname.lastname@example.org, 410-955-3034, or 2017 E. Monument Street.