Educational Components

Participants in the INMED Master’s in International Health will achieve the competency objectives through the following education components.



1) Graduate CERTIFICATE COURSE – 10 credit hours


Each INMED Master’s Degree in International Health learner must successfully complete the specialty track course most closely corresponding to their profession:



Each specialty track course combines nine weeks of active on-line learning and weekly virtual-classroom skills with comprehensive final examinations.


MIH learners who have already completed the INMED Graduate Certificate Course in International Medicine and Public Health, International Nursing and Public Health, or International Public Health, within the four calendar years prior to MIH application date will be credited towards MIH requirements.


2) EPIDEMIOLOGY – 6 credit hours


Each INMED Master’s Degree in International Health learner must successfully complete the Epidemiology Course which examines 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. This ten-week certificate course is built around entirely on-line learning, learner collaboration, project completion, and examinations.


3) Elective Courses – 6 credit hours


MIH learners will complement and focus their educational experience by selecting for elective credit from INMED  relevant to their career aspirations. Some courses, such as Emergency Pandemic Control, are entirely online, while others, including Ultrasound for Primary Care, have both online and in-person sections. MIH elective credits must total at least 6 credit hours. Pleases visit Academic Credit Courses current listing of course options and the Academic Calendar for offering dates.




Following completion of the specialty track Course, learners may advance to the international service-learning.  This four-week experience* consists of pre-departure preparation, service at an INMED Training Site or approved equivalent site, and post-experience debriefing and reflective essay. Learners may select from among forty Training Sites in twenty-five nations to choose one most in sync with the learner’s career interests. On location, learners will be supervised by INMED faculty, and responsibilities may include public health analysis, public health research, health system administration, medical and nursing education, and patient care.


View International Service-Learning Experince Syllabus.


“Service-Learning via Equivalency”: INMED endeavors to recognize excellent international medicine, nursing, and public health service-learning experiences provided by other institutions towards qualification for the Master’s Degree in International Health (MIH). Please refer to these details regarding Equivalency for a past experience and Equivalency for an upcoming experience.


MIH participants who have already completed an INMED International Service-Learning experience – as part of a Graduate Diploma program – within the four calendar years prior to MIH application date will be credited towards MIH requirements.


*International Service-Learning is ideally at least four weeks in duration. This length of time significantly increases the likelihood that the learner will experience a substantial growth opportunity. However, INMED realizes that some learners have professional commitments that preclude them from being absent for four weeks. Therefore, INMED offers an exception to the four-week requirement. If accepted into the International Service-Learning Reduced Duration Pathway, the requirement is reduced to at least two weeks on location followed by composing a quality improvement project.


5) SCHOLARLY PROJECT – 5 credit hours


Learners will select and proceed with a Scholarly Project relevant to their career interests. An INMED faculty will be assigned to assist each learner in project selection and to guide in project development. Scholarly projects may include original research suitable for publication, a quality improvement project, or composing a literature review.