Maternal and Child Health Inequities and System Responses I

Using an ecological and life-course perspective, this course addresses women’s, fetal, and infant health and health inequities. Protective and risk factors, leading morbidities and mortalities for non-reproductive and reproductive health, pregnancy, childbirth, fetal development, and the perinatal period are discussed, with particular emphasis on variation within as well as between population groups. The course employs systems theory to examine the structure of MCH systems, as well as the social, political, and economic macro environments within which MCH and other service systems in the US have emerged over time. The current MCH delivery system, services and policies to address the needs of women/fetal/infant health are an additional major focus.

Maternal and Child Health Inequities and System Responses II

This course provides an introductory overview of growth and development, health status measures, and health inequities for children, adolescents, including CYSHCN, and their families, from an ecological and life-course perspective. Growth and development theories, milestones, and transitions for children, adolescents, including CYSHCN, and families are examined. Particular emphasis is placed on an analysis of federal, state, and community systems, services, and programs designed to promote the health and well-being of children, youth, and families.

Maternal and Child Health Policy and Advocacy

This course introduces students to the policy-making process and the role of advocacy in the development of policy. Using group exercises, a class blog, and case-studies, students and faculty critically analyze the major social, political, psychological and economic values and assumptions that influence the development and implementation of MCH and other health and health–related policies. Students learn about administrative, legal, and legislative policy and advocacy, and practice several types of policy analysis. Through organizational interviews, the production of policy briefs and legislative testimony, students learn a variety of ways to communicate with policy-makers.

Translating Evidence for MCH Practice

This course uses a life course approach to examine the scientific basis for the generation of evidence and the translation of knowledge into MCH public health practice. Students are introduced to implementation science and knowledge translation constructs. The class also focuses on critical leadership skills closely mapped to the MCH Leadership Competencies (4.0). Through the use of case studies and reflexive practices, students will concentrate on developing change management, adaptive leadership, and systems thinking skills. Additional sessions focus on implicit bias and cultural competence/humility, communication, negotiation, and conflict resolution skills, and team leadership skills within the context of addressing complex problems in complex systems.

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You can access the current academic year handbook below.