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GRADUATE COURSES

Learn Together.
Grow Professionally.

INMED Graduate Courses provide focused study in international health through faculty-guided, eight-week learning experiences. Courses may be taken individually for professional development or combined as part of INMED graduate credentials, including the Graduate Certificate, Graduate Diplomas, and Master’s in International Health.

GC - IH 900 | 10 Credit Hours | $3,500*

Graduate Certificate in International Health

Promoting health in a low resource and/or cross-cultural setting presents special challenges, and requires particular skills. These Graduate Certificates enhance expertise in diseases of poverty, maternal-newborn health, international public health, cross-cultural skills, disaster management, low-resource health leadership, and healthcare education.  Recipients of an INMED Graduate Certificate will be prepared to proceed into a supervised service-learning experience where such knowledge can be safely developed and successfully applied.

At the completion of the INMED Graduate Certificate in International Health, learners will be able to:

  • Manage the leading diseases of poverty
  • Understand maternal-newborn health principles
  • Analyze community-wide health to mitigate death/disability
  • Demonstrate culturally informed healthcare
  • Understand disaster mitigation and response principles
  • Participate in team-led healthcare interventions
  • Explain healthcare knowledge to appropriate audiences
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ACC - EPI 700 | 6 Credit Hours | $2,100

Epidemiology

Epidemiology is the most fundamental of the health sciences. This course addresses introduction to epidemiology, measuring health and disease, epidemiology studies, basic biostatistical concepts, causation in epidemiology, epidemiology of non-communicable diseases, epidemiology of communicable diseases, clinical epidemiology, environmental and occupational epidemiology, and health policy and planning. 

At the completion of the INMED Epidemiology Course, learners will be able to demonstrate using analysis, case-studies and simulation the:

  • Vision and achievements of epidemiology
  • Primary measures of health and disease
  • Types of epidemiological studies and their application
  • Basic concepts of biostatistics and their application to research interpretation
  • Establishing the cause of a disease
  • Application of primary, secondary, and tertiary prevention
  • Surveillance of and response to infectious diseases
  • Analysis of natural history, prognosis, and treatment of disease
  • Leading issues in environmental, occupational, and injury epidemiology
  • Role of policy, health planning, and the planning cycle
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ACC – EPC 701 | $1,050

Communicable Disease Control

Rapidly increasing international trade and travel predictably increases the likelihood of rapid transmission of infectious diseases. The devastation caused by the 1918 Spanish influenza epidemic and the worldwide alarm prompted by the 2004 SARS epidemic provide important insights into today’s concerns surrounding COVID-19. This course emphasizes objective investigation to identify evidence-based answers to critical questions, including identifying the infectious agent, the mode of transmission, incubation period, and effective modalities for prevention, diagnosis, and treatment. This course also highlights how communicable disease control often requires deliberate intervention to address special ethical challenges: disease-associated racism, resistance to local and international cooperation, and extreme stress placed upon low-resource health systems.

At the completion of the Communicable Disease Control Course, participants will be able to demonstrate using case-studies and simulation:

  • Long-range mitigation of risk factors associated with communicable diseases.
  • Effective measures to investigate causes of communicable diseases.
  • Reliable communicable disease control interventions
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ACC – IRC 702 | $1,050

International Refugee Care

Today’s world has more international refugees seeking relief and asylum than at any time since the end of WWII. Eighty-six percent of refugees are hosted in developing countries, severely straining existing social infrastructures. This course will introduce the principles of international refugee care, including the four recognized phases: pre-emergency/mitigation phase, emergency phase, post-emergency/maintenance phase, and the resolution/repatriation phase. Throughout these phases, refugee care leaders must attend to complex issues over security, dependency, mental health, location of settlements, and host-refugee relationships.

At the completion of the International Refugee Care Course, learners will be able to demonstrate using case-studies and simulation:

  • Describe the scope of the worldwide refugee crisis
  • Identify the basic issues involved in meeting the needs of refugees
  • Design comprehensive refugee care interventions for specific populations
  • Explain crisis resolution alternatives
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ACC – HLM 703 | $1,050

Healthcare Leadership & Management

Global health systems are under tremendous pressure worldwide. Pandemics, the brain drain of health professionals from resource-limited countries, and unprecedented financial constraints are just a few issues that drive the need for constant change. Leadership by professionals with skills in administration, communication, clinical care and public health are vital to a healthy future. This course will provide several frameworks for understanding and approaching change. It will introduce tools to use in implementing sustainable and evidence-based organizational change in resource-rich and resource-limited situations. Focused study will include reading, discussion, application exercises and professional reflective writing.

At the completion of the Healthcare Leadership and Management Course, participants will be able to demonstrate using case-studies, active discussion, and reflective writing:

  • Application of effective change principles to the movement of people and processes toward a new vision.
  • Demonstrate understanding of the differences in global health work in resource-limited settings and the individual patient centered models of care used in many resource-rich locations.
  • Acquisition of new partnership and collaboration skills necessary for bringing about lasting global health changes in resource-limited settings.
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ACC – IHPE 704 | $1,050

International Health Professions Education

Progress in health requires skilled personnel who can apply the appropriate knowledge and resources on behalf of people in need. But the intentional transfer of such skill from one healthcare professional to another is frequently inadequate and inefficient. The purpose of this in International Health Professions Education Course is to equip healthcare educators with concepts and methods of effective learning and teaching that will improve their ability to equip national healthcare professionals to carry forward progress in health.

At the completion of the International Health Professions Education Course, participants will be able to demonstrate using case-studies, active discussion, and reflective writing:

  • Express the importance of skill transfer and empowerment.
  • List modalities to enhance effective learning. Assessment.
  • List principles of effective teaching.
  • Describe evaluation of learning outcomes.
  • Explain the principles of instructional design.
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ACC – HMA 705 | $1,050

Healthcare for Marginalized Americans

Many people live on the margins of United States society due to race, language, ethnicity, income, immigration status, and more. The United States is distinct from other developed countries in that there is no single national health care system that provides access for all of its inhabitants. Also notable in the US is the relative lack of attention to social needs that are so vital to health. As a result, marginalized people are frequently unable to access essential health care. This course explores the complex patchwork of ingredients which comprise United States health care systems, with special attention its deficiencies for marginalized people. The profound impact of social determinants of health are examined. Health resources are evaluated. Obstacles to care are identified, along with “work around” solutions commonly used by marginalized people. Existing and potential solutions to the healthcare dilemma for US marginalized people are explored. Course participants are challenged to advocate for a more equitable US health care system.

At the completion of the INMED Healthcare for Marginalized Americans Course, learners will be able to demonstrate using analysis, case-studies and simulation the:

  • Comprehension of the obstacles and resources which exist for US marginalized people in accessing health care
  • Skills to improve the individual care of marginalized people which arise from an approach of cultural humility.
  • Effective strategies for addressing the social determinants of health in the lives of marginalized people.
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ACC – SCHP 706 | $1,050

Self-Care for Health Professionals

This course gives the learners the tools and skills needed to live a healthy lifestyle. Health professionals are susceptible for neglecting their own care for the service of others. This leads to unhealthy habits, physical and emotional neglect, compassion fatigue, and ultimately will have a direct affect on the personal and professional life of the health professional. This course aims at promoting the well-being of health professionals through education and behavior change that promotes a healthy lifestyle.

At the completion of the Self-Care for the Health Professional Course, participants will be able to demonstrate using case-studies, active discussion, and reflective writing:

  • Complete a personal health status analysis.
  • Analyze one’s personal health assessments.
  • Develop a personal health plan that addresses nutrition, stress reduction, sleep hygiene, community and activity.
  • Implement behavior change models into one’s personal health plan.
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ACC – IHE 707 | $1,050

International Healthcare Ethics

Healthcare as a profession has inherent underlying and often inadequately examined ethical assumptions and principles from which ethical decisions are made. In the US, nearly all health-care professionals are taught at least the four basic principles of autonomy, beneficence, non-maleficence, and justice. In the diverse international context and among some populations within the US, these principles are sometimes not assumed. In this course learners will first focus on Western ethical principles and then broaden the perspective by critiquing these Euro-American ethical perspectives by looking at bioethics from the perspective of other cultural approaches – voices from within the US and internationally. An anthropological approach will be introduced. The questions surrounding a universal morality, moral status and obligation, individualism and communalism, public good and individual freedom, globalism vs “statism”, etc. will be explored. Course graduates will gain an understanding of the breadth of cultural complexity from which ethical decision-making occurs in an international context. In the final essay, there will be the opportunity to take a particular case from an international context and apply the principles learned.

At the completion of the International Healthcare Ethics Course, participants will be able to demonstrate using case-studies, active discussion, and reflective writing:

  • Western principles of ethics related to healthcare
  • Complexities of healthcare ethics in the non-Western international cultural context
  • Analytical skills to understand and speak into ethical issues across culture
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