fhs graduate program in health research methodology (hrm ...hrm.mcmaster.ca/brochures/msc...

FHS GRADUATE PROGRAM IN HEALTH RESEARCH METHODOLOGY (HRM)

MSc STUDENT ORIENTATION

INFORMATION MANUAL

2011 - 2012

McMASTER UNIVERSITY HAMILTON, ONTARIO, CANADA

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Table of Contents GREETINGS ........................................................................................................................................................... iv CE&B HISTORY ...................................................................................................................................................... v INTRODUCING THE NEW FIELDS OF SPECIALIZATION ................................................................................... 1 1.0 FACULTY OF THE HRM PROGRAM ............................................................................................................... 3

1.1 Faculty Available for M.Sc. Supervision ........................................................................................................ 3 1.2 Faculty Members Available to Sit on Supervisory Committees ................................................................... 12

2.0 FACULTY ADVISOR AND STUDENT RELATIONSHIP ................................................................................ 14

2.1 General Objectives ...................................................................................................................................... 14 2.2 Specific Objectives ...................................................................................................................................... 14 2.3 Organization ................................................................................................................................................ 15

3.0 RESEARCH .................................................................................................................................................... 16

3.1 Research Units, Research Programs, Affiliated Research Programs and Activities .................................. 16 3.2 External Data Banks .................................................................................................................................... 17

4.0 HRM PROGRAM REQUIREMENTS (MSc) .................................................................................................... 19

4.1 Requirements for a Thesis-based MSc Degree .......................................................................................... 19 4.2 Requirements for a Course-based MSc Degree ......................................................................................... 19 4.3 Degree Requirements for Fields of Specialization ...................................................................................... 19 4.4 SGS 101 & SGS 201 Requirement ............................................................................................................. 19 4.5 Requirements for the Co-op Option MSc Degree ....................................................................................... 21 4.6 Declaration of Degree Option ...................................................................................................................... 21

5.0 EVALUATION .................................................................................................................................................. 21

5.1 Student Evaluation in the HRM Program ..................................................................................................... 21 5.2 Course Work ................................................................................................................................................ 21 5.3 Research Internship ..................................................................................................................................... 22 5.4 Thesis .......................................................................................................................................................... 22 5.5 Final Scholarly Paper ................................................................................................................................... 22

6.0 POLICY & PROCEDURE FOR TRANSFER FROM MSc TO PhD ................................................................. 22

6.1 Procedure .................................................................................................................................................... 22 6.2 Transfer Report Form .................................................................................................................................. 24 6.3 Deadlines for Transfer ................................................................................................................................. 24 6.4 Advertising of Transfer Meetings ................................................................................................................. 24

7.0 HRM COURSE TIMETABLE ........................................................................................................................... 25 8.0 COURSE DESCRIPTIONS ............................................................................................................................. 27 9.0 INDEPENDENT STUDY ................................................................................................................................. 36

9.1 Independent Study Information ................................................................................................................... 36 9.2 Application Form .......................................................................................................................................... 36

10.0 RESEARCH INTERNSHIP ........................................................................................................................... 36

10.1 Selection of Research Team ..................................................................................................................... 36 10.2 Requirements for Successful Completion ................................................................................................. 36 10.3 Monitoring this Requirement ...................................................................................................................... 37 10.4 Changing Research Teams ....................................................................................................................... 38 10.5 Research Internship: Initial Plan ................................................................................................................ 38 10.6 Research Internship: Final Report ............................................................................................................. 38

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11.0 SCHOLARLY PAPER ................................................................................................................................... 38 11.1 Guidelines: How to Complete the Scholarly Paper ................................................................................... 38 11.2 Steps for Completing this Requirement ..................................................................................................... 39 11.3 Special Permission .................................................................................................................................... 40 11.4 Scholarly Paper Topic Approval Form ....................................................................................................... 40

12.0 MSc THESIS ................................................................................................................................................. 41

12.1 Ethics Proposal .......................................................................................................................................... 41 12.2 Guidelines .................................................................................................................................................. 41

13.0 HRM SUB-COMMITTEES............................................................................................................................. 47

13.1 Program Specific Sub-Committees ........................................................................................................... 47 13.2 Graduate Education Committee ................................................................................................................ 49

14.0 ELECTRONIC MAIL ...................................................................................................................................... 50 15.0 STUDENT ROOM ALLOCATION ................................................................................................................. 51 16.0 CE&B DEPARTMENT SPECIAL EVENTS ................................................................................................... 51 17.0 CE&B DEPARTMENTAL POLICY ON WORKING ALONE.......................................................................... 51 18.0 HEALTH & SAFETY REQUIREMENTS ........................................................................................................ 52 19.0 FREQUENTLY ASKED QUESTIONS ........................................................................................................... 53 20.0 KEY CONTACTS .......................................................................................................................................... 56 21.0 FORMS.......................................................................................................................................................... 57

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GREETINGS

Welcome to the MSc Program in Health Research Methodology (HRM). First, let me congratulate you on your acceptance into one of the most competitive graduate programs at McMaster University. This year we experienced an increasingly high number of applicants – congratulations on your success! The HRM Program is internationally recognized as “the” program that produces graduates with the research methods skills that enable them to push the boundaries of knowledge and how to improve clinical practice (including medical education research), strengthen health systems and enhance population health.

To further assist you, the HRM Program now offers fields of specialization where students can focus their courses, research internship and thesis/scholarly paper in their field of interest. If you have not yet indicated a field of specialization and are interested in doing so, please discuss this with your supervisor and the field leader(s).

In this orientation manual, you will find a wealth of information on our faculty, courses, course schedules, program requirements and general bits of useful information. Updates, along with, news and announcements are always posted on the HRM website – please check the website regularly for new information: http://www.fhs.mcmaster.ca/hrm.

If you still have questions and need answers, please contact any of the key HRM contact people list below.

All the best, Steven Hanna Lorraine Carroll Assistant Dean, HRM Administrative Assistant, Office of the Associate Dean McMaster University – IAHS 411 of Graduate Studies (Health Sciences) Tel: 905.525.9140 ext. 27851 McMaster University – MDCL 2235 Email: [email protected] Tel: 905.525.9140 ext.27718 Email: [email protected] Kristina Vukelic Kristine Bonnell Program Coordinator, HRM Program Administrative Assistant, HRM Program McMaster University – HSC 2C1 McMaster University – HSC 2C Tel: 905.525.9140 ext. 22218 Tel: 905.525.9140 ext. 26236 Email: [email protected] Email: [email protected]

http://www.fhs.mcmaster.ca/grad/hrm

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CE&B HISTORY

A Note on the Historical Development of the Department of Clinical Epidemiology & Biostatistics

Prepared for the Departmental Ad Hoc Committee by Dr. D.L. Sackett September 1987 and revised January 1988

The Department of CE&B was formed in November 1967 for the purpose of developing a focus of applied research methodological expertise that would carry out independent and collaborative research, education and methodological services in the new Faculty of Medicine (later the FHS) of McMaster University. Its formation drew upon the definition of clinical epidemiology and developed by its first chair: the application of epidemiological and biometric methods to the study of the diagnostic and therapeutic process in order to effect improvement in health. Its initial manpower plan (3 members – 2 clinical epidemiologists and 1 biostatistician, for the period of 1967-1975) was based on its anticipated impact and the projected calls on its expertise by the programs under development at that time. The subsequent growth and development of the Department have demonstrated that these initial plans required major quantitative and qualitative changes if the Department (and the FHS) were to achieve their mission. In quantitative terms, within 18 months of its formation, it became clear that both the Department’s opportunities for independent research and education and the calls on the Department’s expertise were far greater than anticipated at the time of its inception, and at the direction of Faculty Council, its growth has proceeded at ten times the original estimate. [The Design, Measurement and Evaluation Program, the forerunner to the Health Research Methodology Program, was designed and initiated in 1969.] In qualitative terms, it became clear that the achievement of the ultimate mission, “to effect an improvement in health”, required expertise in areas beyond clinical epidemiology and biostatistics. Although these initial disciplines continue to be highly successful in research, education and methodological service related to the validation of the clinical examination and other diagnostic tests and the determination of the efficacy of preventive, therapeutic and rehabilitative regimens, programs, and health professionals, it has become apparent that additional areas of expertise are essential to this ultimate mission, and these areas have been added to the Department. These areas are described in terms of functions, rather than people, since most departmental members wear several hats and contribute to more than one area (e.g., the biostatisticians contribute to all).

1. Health Economics: recognized as essential for quantifying the cost-effectiveness and cost-utility of validated, efficacious manoeuvre (and thus justifying their application to patients on economic grounds), and for analyzing the efficiency of alternative methods of financing and organizing health care systems as well as delivering specific services, this area has both flourished and has pointed out the need for additional developments in the Department (see #4).

2. Public Health (class big “E”) Epidemiology and Public Health: recognized as essential for

determining the distribution and determinants of disease (including occupational and environmental causes of human illness), this area has flourished and has added a key dimension to the graduate program as the latter has attracted a broader array of applicants.

3. Medical Informatics and Knowledge Transfer: recognized as essential for making the validated,

efficacious intervention accessible to, and adopted by, the frontline clinician, this new area has in part developed as a natural extension of the Department’s long-standing involvement in educational research (including collaboration with the Program for Educational Development), and is rapidly developing both local and international programs.

4. Health Services Research and Policy: recognized as essential for understanding health service

delivery and effecting the translation of validated, effective findings into professional and governmental policy, this area of the Department is seen as an essential element in the sequence of events that can most successfully be achieved if this information is to reach those who can benefit from it.

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The Department has displayed the awareness, openness, and inventiveness necessary to identify and

act upon the need for these quantitative and qualitative changes, and the FHS has provided the encouragement and support for this growth and maturation. There is no doubt that the future will call for additional change, and the Department therefore must insure the continuation of the awareness, openness, and inventiveness that brought it to its present level of maturity. Editor’s Note Effective July 1, 1994, Dave Sackett left his full-time position at McMaster to take up a post at Oxford University in England. His contributions to CE&B and McMaster are well-known and too numerous to mention in this space. He retired July 1,1999 and returned to Canada. He continues to have a close relationship with the HRM Program and offers a Trout Workshop series for interested students.

HRM MSc Manual 2011 – 2012

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INTRODUCING THE NEW FIELDS OF SPECIALIZATION Beginning in July of 2007, in addition to our regular offerings, the HRM program can provide students

the opportunity to specialize in one of five ‘fields of specialization’. The five fields are: clinical epidemiology, biostatistics, health services research, public and population health and health technology assessment. All five fields are offered at the MSc and PhD level except for Biostatistics, which is offered at the PhD level only.

The establishment of fields of specialization within the HRM program is first and foremost a student-

centred initiative that emerged in part as a response to informal specialization by students. Students who opt for a field of specialization align themselves with a specific area of expertise and focus on the acquisition of corresponding core knowledge and skills. In so doing, individuals optimize the impact of HRM training on their overall professional development and graduate with formal recognition.

The original HRM program, wherein students opt not to declare a field of specialization will continue to

be available as “HRM Classic”. Students in HRM Classic pursue a general methods degree, or explore other areas such as medical education research, health informatics or health ethics, to name but a few.

How to Select a Field An overview of each of the five fields is provided below. Degree requirements for all fields are as follows:

MSc (Thesis Based) MSc (Course Based) PhD

No. of Required Courses 5 7 3

Research internship √ √

Scholarly Paper √

Comprehensive Exam √

Thesis √ √

Further information about field specific requirements can be obtained from Kristina Vukelic (HRM

Program Curriculum Co-ordinator) and/or the relevant field leader. Please note that applicants interested in more than one field are advised to select HRM Classic. Clinical Epidemiology: PJ Devereaux, Field Leader

Clinical epidemiology employs sound research principles, tempered with practicality, to find the best

answers to “real world” questions about clinical practice and health care. Individuals training in this field (who usually have a clinical background) acquire the skills required to undertake research that addresses fundamental questions about the effectiveness of clinical therapies, usefulness of screening and diagnostic tools, prognosis and disease causation. Issues related to research synthesis and knowledge translation may also be a focus. Individuals training in clinical epidemiology work alongside world leading clinical epidemiologists who are conducting their research in multiple sites around the world and changing the way medicine is practiced globally. The field of clinical epidemiology in the Health Research Methodology Program offers a unique opportunity to learn and work with the best clinical epidemiologists in the world, thus enabling graduates to make profound contributions to the practice of clinical medicine through research. Biostatistics (PhD only): Eleanor Pullenayegum and Lehana Thabane, Field Co-Leaders

The HRM Biostatistics PhD field is specially designed for applicants with an MSc in Mathematics and/or

Statistics who wish to pursue doctoral work in Biostatistics. The program aims to provide trainees with the skills they need to conduct independent research into biostatistical topics, provide leadership as biostatistical collaborators in clinical, health systems and population health investigations, and effectively teach biostatistics from introductory through to advanced levels. Graduates will possess the following skills: ability to apply biostatistical concepts, techniques and data-analytic strategies across the full spectrum of research questions and study designs; ability to contribute to grant proposals in the areas of research design, data analysis and interpretation; ability to teach biostatistical concepts to research colleagues who are not biostatisticians; and ability to adapt existing statistical techniques or to develop new techniques to solve research design and analytical programs. Graduates may pursue career opportunities in academia, government or private industry.


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Health Services Research: Marko Simunovic, Field Leader

Health services research focuses on questions about the most effective ways to organize, manage, finance, and deliver high quality clinical and health care, reduce medical errors and improve patient safety. The research domains utilized by health services researchers may include individuals, families, organizations, institutions, communities, and populations. Graduates acquire a broad range of skills in research synthesis, research design, data analysis and writing for publication that enable them to conduct rigorous research in numerous areas including: patterns of care/process of care, small area practice variation studies, appropriateness of care, knowledge translation, economic analysis of health care, service and system organization, patient experience, theoretical underpinnings of health services organization, management, and financing and delivery. The curriculum emphasizes mixed methods approaches that utilize skills in both quantitative and qualitative research. Public and Population Health – Joseph Beyene, Field Leader

Canada faces many public health challenges, including emerging and existing infectious diseases and

alarming increases in many chronic diseases. Research to address the determinants of these health problems is of paramount importance to maintaining a healthy population. The field of population and public health provides students with the methodological expertise needed to conduct cutting edge research, including investigations into the biological, economic, and social factors that protect, precipitate or perpetuate disability and disease, and to improve public health. Graduates will acquire the following skills: ability to critically appraise and interpret research evidence, formulate research questions, justify research and analysis methods and understand ethical issues involved in research in this field; ability to conduct research into biological, social, cultural, and environmental determinants of health; ability to conduct basic or applied research in public health aimed at improving the health of individuals, communities and populations; and ability to apply population and public health methods across a range of disease conditions. Health Technology Assessment: Ron Goeree, Field Leader

Health Technology Assessment (HTA) is defined as the evaluation of the clinical effectiveness, cost-effectiveness, and broader impact of drugs, medical technologies, and health systems, both on patient health and the health care system. HTA has gained increasing importance in health care decision making locally and around the world and over the last decade there have been numerous important methodological advances in the techniques of HTA. As a result there is a growing gap between the need for HTA and the availability of skilled researchers to conduct HTAs. The goal of the HTA field specialization is to train individuals who, upon graduation, will have the necessary skills to be actively involved in independent and collaborative research in the field of HTA. Graduates will possess the following skills: a strong foundation in the basic principles of HTA; advanced decision analysis; ability to apply research methods derived from health economics; understand and use basic and advanced biostatistics; and utilize health services research and health policy analysis concepts and methods.

HRM Classic: Steven Hanna, Field Leader

Students who don't wish to declare a field of specialization should enroll in HRM Classic. The advantage centres on the high level of flexibility HRM Classic offers, enabling students to tailor their educational plan to their own unique needs and interests. Students pursue a general methods degree, or explore other exciting emerging fields. For example, applicants interested in medical and health sciences education research can work with faculty in the Program for Educational Research and Development on research related to the evaluation of clinical competence. Alternatively, students in HRM Classic might work on medical informatics and knowledge translation research topics, investigating the use of evidence by different professional groups such as health care providers, health systems administrators and government policy-makers, and contributing to an improved understanding of the behavioural and contextual factors that determine effective knowledge uptake. Many other areas, including health ethics, can be selected as the focus of study.


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1.0 FACULTY OF THE HRM PROGRAM

1.1 Faculty Available for M.Sc. Supervision Professors Emeriti David N. Churchill (Medicine), B.Sc. (Memorial), M.D. (McGill), M.Sc. (McMaster) FRCPC, FACP, DABIM;

Nephrology, Clinical Epidemiology, Health Utilities. (Professor) Michael Gent (CE&B), B.Sc., M.Sc., D.Sc. (Durham); Medical Sciences, Clinical Trials, Cardiovascular

Epidemiology, Thrombosis Research. Charlie H. Goldsmith (CE&B), B.Sc., M.Sc. (Manitoba), Ph.D. (N. Carolina State); Biostatistics, Clinical Trials,

Musculoskeletal Therapy Evaluation, Pharmacoepidemiology. Brian Hutchison (CE&B and Family Medicine), BA, M.D. (Western), M.Sc. (McMaster), CCFP, FCFP; Resource

Allocation, Health Care Funding, Community Care, Home Care, Primary Care.

Vic Neufeld (CE&B) BA (Saskatchewan), M.D. (Saskatchewan), MA (Michigan), FRCPC; Capacity-building for health system reform, inter-sectoral collaboration and leadership development, strengthening the role of universities in contributing to priority national health and development problems, mobilizing global action on important social problems, impact of armed conflict on health and social development.

Robin S. Roberts (CE&B), B.Sc. (Bradford), M.Sc. (Brunel); Occupational Health, Medical Statistics, Research Methodology, Randomized Controlled Trials.

David Sackett OC, FRSC, BA (Lawrence), M.D. (Illinois & Basel), MA (Harvard), FRCP (Ottawa,London, Edinburgh); Randomized trials Gregory L. Stoddart (CE&B), BA (Western), Ph.D. (British Columbia); Inter-Sectoral Economic Evaluation

Methods, Determinants of Health/Production of Health, User Changes, Measures of Social Well-being. David L. Streiner (CE&B), BA (New York), MS, Ph.D. (Syracuse); Psychiatric Decision Making, Test

Construction, Research Design, Statistics. (Professor/Part-time) George Torrance (CE&B), B.Sc., MBA (Toronto), Ph.D. (SUNY-Buffalo); CHEPA, Operations Research, Health

Economics. Dave K. Verma (Family Medicine), M.Sc., Ph.D. (Wales), PEng (Ontario), CIH (American Board of Industrial

Hygiene); Occupational Hygiene, Measurement and Analysis of Occupational Contaminants, Dust/Fibres of Lung Tissues. (Professor)

Andrew (Andy) Willan (CE&B), BA (York), BEd, M.Sc. (Queen's), Ph.D. (Western); Biostatistics, Clinical Trials

Methodology, Health Services Research. Christel A. Woodward (CE&B), B.Sc. (SUNY); MA, Ph.D. (Ohio State); Programme Evaluation, Health Care

Research Methods, Evaluation in Medical Education, Home Care Research and Policy Analysis. Professors Sonia Anand (Medicine), BA (Queen’s), M.D., Ph.D. (McMaster), FRCPC; Cardiovascular Diseases, Ethnic

Variations in Chronic Diseases and Epidemiology/Methodology. Julia Abelson (CE&B), BA Hons (McMaster), M.Sc. (Harvard), Ph.D. (Bath); Health Policy Analysis, Democratic

Participation in Health Policy Decision Making and Governance, Organization and Funding of Community Care. Ronald Barr (Pediatrics, Medicine, P&MM), MBChB, M.D. (Glasgow), MRCP (UK), MRC Path (Edinburg); Measurement of Health Status/Health-Related Quality of Life, Acute Lymphoblastic Leukemia in Childhood.


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Kathryn J. Bennett (CE&B), BA, M.Sc. (McMaster), Ph.D. (Waterloo); Child Mental Health, Influence of Early Conduct Problems on Future Health & Social Outcomes, School Influences on Behavioural Adjustment, Health Research Methods.

Stephen Birch (CE&B), BA (Sheffield), M.Sc. (Bath), DPhil (York, UK); Variations in Health, Equity in Health

Care Systems, Methods for Economic Evaluation, Preference-based Outcome Measures, Population-based Methods of Analysis.

Michael Boyle (P&BNS), BA (Western) MSW, Ph.D. (Toronto), M.Sc. (McMaster); Determinants of Child Health,

Health Status Measurement, Surveys, Secondary Analysis. Kevin Brazil (CE&B), BA Hons, MA (Carleton), Ph.D. (Toronto-OISE); Program Evaluation, Health Care of

Elderly, Health Services Research, Health Care Education. George Browman (CE&B), B.Sc., M.D. (McGill), M.Sc. (McMaster) FRCPC; Methodology, Evidence-based,

Guidelines Development, Meta-analysis, Supportive Cancer Care (Part-time). Cathy Charles (CE&B), BA, MA (Toronto), MA, Ph.D. (Columbia, NY); Treatment Decision-making, Lay Constructions of Illness, Public Participation in Health Care Decision-making, Health/Human Resource Planning, Physician Impact Analysis, Medical Necessity, Research Transfer, Health/Health Care Policy. Stuart Connolly (Medicine), BA (McGill), MA (Fordham), M.D. (McGill), FRCPC; Clinical Cardiology. Deborah Cook (Medicine and CE&B), BA, M.D., M.Sc. (McMaster), FRCPC DABIM; Randomized Trials, Meta

Analyses & Systematic Reviews, Technology Assessment, Evidence-based Medicine, Critical Care Medicine. Richard Cook (CE&B), B.Sc. (McMaster), M. Math, Ph.D. (Waterloo); Development and Application of Statistical

Models for Public Health, Life History Data; Longitudinal Data, Sequential Methods, Multivariate Analysis, Critical Trial Design Assessment of Diagnostic Tests. (Part-time)

Charles Cunningham (P&BNS), BA (California), MA (San Diego), Ph.D. (The American University, Washington);

Clinical Trials. Alba DiCenso (Nursing and CE&B), B.Sc.N, M.Sc. (McMaster), Ph.D. (Waterloo); Advanced Practice Nurses,

Primary Health Care Nurse Practitioners, Acute Care Nurse Practitioners, Evidence-based Nursing. Abdel El-Shaarawi, B.Sc. Hons, M.Sc. (Cairo), Ph.D. (Waterloo), (Math & Stats) / Sessional Instructor Amiram Gafni (CE&B), B.Sc., M.Sc., DSc (Technion, Haifa); Economic Evaluation (methods & applications),

Decision Boards, Decision-making Models, Modelling of Consumers and Providers Behaviour, Equity Considerations.

Mita K. Giacomini (CE&B), B.Sc., MPH, MA, Ph.D. (California); Health Policy Analysis, Priority setting/Rationing,

Technological Impact Values and Ethics. Gordon H. Guyatt (CE&B), B.Sc. (Toronto), M.D., M.Sc. (McMaster), FRCPC; Evidence-based Medicine, Quality

of Life, Health Status Measurement, Clinical Trials Methodology, Overview Methodology. R. Brian Haynes (CE&B and Medicine), M.D. (Alberta), M.Sc., Ph.D. (McMaster), FRCPC, MACP, FACMI;

Medical Informatics, Information Retrieval, Health Services Research, Clinical Trials, Patient Compliance, Diabetes, Hypertension, Stroke.

Roman Jaeschke (Medicine), M.D. (Krakow), M.Sc. (McMaster), FRCPC: Practice guideline development, knowledge transfer. Milos Jenicek (Professor Emeritus, Montreal), M.D., Ph.D. (Charles), FRCPC, LMCC; Clinical Epidemiology,

Evidence-Based Medicine, Epidemiology in Community Medicine. (Part-time)


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John Lavis (CE&B), BA, M.D. (Queens), M.Sc. (London School of Economics), Ph.D. (Harvard); Knowledge Transfer and Uptake, Public Policy, Health Policy, Health-care Systems, Social Determinants of Health.

Mitchell A.H. Levine (Oncology), B.Sc. (McGill), M.D. (Calgary), M.Sc. (McMaster), FRCPC, FISPE; Clinical

Pharmacology, Epidemiology, Drug Policy, Values, Risk-Benefit. Mark Loeb (P&MM and CE&B), B.Sc., M.D. (McGill), M.Sc. (McMaster); FRCPC, DABIM; Emerging Infection,

SARS, West Nile, Pneumonia, Aging, Long-term care, Antibiotics. Eva Lonn (Medicine), M.D. (Hadassah), M.Sc. (McMaster); FRCPC, FACC; Cardiovascular Disease, Clinical

Trials Epidemiology. Robert McKelvie (Medicine), B.Sc., M.Sc., M.D. (Western), Ph.D. (McMaster), FRCP(C); Cardiac Function,

Glucose Tolerance, Insulin Resistance, Exercise Performance, Heart Failure. Victor Montori (CE&B), M.D. (Peru), M.Sc. (Medicine, Mayo Clinic), M.A. (Peruana Cayetano Heredia);

Systematic reviews, meta-analysis research methods, decision aids, diabetes, chronic disease, treatment burden. (Part-time)

Geoffrey R. Norman (CE&B), B.Sc. Hons (Manitoba), MA (Michigan State), Ph.D. (McMaster), F.R.C.P.(C);

Clinical Reasoning, Measurement, Student Evaluation, Cognitive Psychology, Statistics. James Peterson (CE&B), BA (Northwestern), M.D.iv (Cordon-Conwell), MA (Iowa), Ph.D. (Virginia); Research

Ethics, Clinical Ethics, Medical Education, Genetics, Theology. (Part-time) Parminder Raina (CE&B and McMaster Evidence-based Practice Centre), B.Sc. (Saskatchewan), Ph.D.

(Guelph); Dementia and Aging, Systematic Review, Geriatric Epidemiology, Caregiver Health, Injury. Barbara K. Schmidt (Pediatrics and CE&B), M.D., Ph.D., (Georg-August), M.Sc. (McMaster), FRCPC; Infant,

Newborn, Clinical Trials, Neuro developmental Outcome, Research Ethics. (Part-time) Holger J. Schünemann (CE&B), M.D. (Hanover, Germany), M.Sc., Ph.D. (Buffalo); Health Related Quality of

Life, Preference Measures/Astra-Zeneca Pharmaceuticals Observational Study Designs, and Pulmonary Function Epidemiology.

Harry S. Shannon (CE&B), BA (Oxford), M.Sc. (Birmingham), Ph.D. (London); Occupational Health and Safety

Injuries, Healthy Workplaces, Musculoskeletal Disorders, Determinants of Health. Arya Sharma (Medicine), M.D. (Freie), Ph.D., FRCPC; Obesity, Hypertension Adipose Tissue Biology,

Adipocytes, Gene Expression, Genetics, Physiology, Clinical Epidemiology, Randomized Clinical Trials. Wendy Sword (Nursing), M.Sc. (McMaster), Ph.D. (Guelph); Perinatal health, Postpartum depression, Prenatal

care, Service utilization, Postpartum services, Qualitative methods, Disadvantaged women, Mixed methods.

Peter Szatmari (P&BNS), BA, M.D., M.Sc. (McMaster), FRCPC; Psychiatric Epidemiology, Genetic

Epidemiology, Longitudinal Studies, Measurement, Autism. Lehana Thabane (CE&B), B.Sc. (Lesotho), M.Sc. (Sheffield), Ph.D. (Western); Biostatistics, Bayesian and non-

Bayesian Statistics, Systematic Reviews and Meta-analyses, Clinical Trials, Data-mining Techniques, Biostatistical Consulting, Patient Preferences, Health Services and Outcomes Research.

Stephen D. Walter (CE&B), B.Sc., ARCS (ICST, London), Ph.D. (Edinburgh); Biostatistics, Diagnosis and

Screening, Meta-analysis, Spatial and Temporal Data, Design and Analysis of Studies. Timothy Whelan (Hamilton Regional Cancer Centre), B.Sc. (Memorial), B.M.B.CH (Oxford), M.Sc. (McMaster);

Research in Radiation Oncology and Director of Supportive Cancer Care Research (SCCR) Unit.


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Salim Yusuf (Medicine and CE&B), M.D. (Bangalore), DPhil (Oxford), MRCP; Clinical Trials, Population Epidemiology, Ethnicity, Cardiovascular Diseases, Research Overviews.

Associate Professors Elie Akl (CE&B), M.D. (Lebanon), Ph.D., M.P.H. (New York); Clinical Epidemiology (trial methodology, systematic reviews methodology, clinical practice guidelines). (Part-time) Joseph Beyene (CE&B), B.Sc. (Addis Ababa), M.Sc. (Guelph), Ph.D. (Toronto); Biostatistics and Randomized

Controlled Trials, Health Technology Assessment, Clinical Research. Ivy Bourgeault (Sociology – Health Studies), B.Sc. Hons, M.Sc., Ph.D.; Sociology of Health, Illness and Health

Care, Health Care Policy, Health Professions, Maternity Care, Primary Care, Women’s Health and Health Care, Rural Health Care, Complementary and Alternative Medicine (CAM), Qualitative Research Methods.

Dianne Bryant (CE&B), B.Sc., Ph.D. (McMaster), B.A. (Waterloo), M.Sc. (Western); Development/evaluation of

novel study designs to overcome barriers to conducting research in clinical settings, evaluation of rehabilitative and surgical interventions, development/evaluation of measurement instruments/quality of life. (Part-time)

Philip J. Devereaux (CE&B and Medicine), B.Sc. (Dalhousie), M.D. (McMaster), FRCPC, Ph.D. (McMaster);

Perioperative vascular medicine in patients undergoing noncardiac surgery, and expertise-based randomized controlled trials.

Kevin Eva (CE&B), B.Sc., Ph.D. (McMaster); Admissions, Decision-making, Evaluation, Cognitive Psychology,

Human Learning. (Part-time) Amit Garg (CE&B), M.D., M.A. (Toronto), Ph.D. (McMaster), FRCPC, F.A.C.P.; Nephrology, Healthy Outcomes and Quality of Life for Patients with Kidney Diseases. (Part-time) Ron Goeree (CE&B), BA, MA (McMaster); Economic Evaluation, Decision-Analysis. Anita Gross, M.Sc. (McMaster), Grad Dip. Manip. Therapy, B.Sc.PT (Toronto); Systematic Reviews, Applied

Science Studies for Management of Neck Disorders. (Associate Clinical Professor)

A. Theodore (Ted) Haines (CE&B), BA (McMaster), M.D. (Toronto), M.Sc. (McMaster), CCFP, FRCPC; Occupational Health and Safety, Reproductive Hazards.

Steven Hanna (CE&B and Rehabilitation Science), B.Sc. (Toronto), MA, Ph.D. (Western); Biostatistics,

Multilevel models, Longitudinal Analysis, Childhood Disability, Social Psychology. Matthew Hodge (CE&B), BA (Yale), Ph.D., M.D.CM (McGill), M.Sc. (London) FRCPC, CCFP; Public Health,

Health Economics, Health Technology Assessment, International Health. (Part-time) Dereck Hunt (Medicine), B.Sc. (Guelph), M.D. (Western), M.Sc. (McMaster); FRCP(C); Application of Computer

Technology to Diabetes Care.

Alfonso Iorio (CE&B), M.D., M.Sc. (Perugia); Meta-analysis and systematic reviews, observational studies methodology, clinical prediction guides and rules, prognostic variables, haemophilia and bleeding disorders, recurrence of deep vein thrombosis, management or oral anticoagulant therapy with particular focus on networks and bleeding complications.

Janusz Kaczorowski (Family Medicine), BA (Concordia), MA, Ph.D. (McGill); Family Practice, Health Services

Research, Epidemiological Methods, Medical Evaluation, Health Care Surveys, Medical Sociology, Behaviour Change, Socio-demographic Correlates of Health.


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Paul Krueger (CE&B), B.Sc., M.Sc. (Waterloo), MH.Sc., Ph.D. (Toronto); Health Services Research, Aging, Long Term Care, Family Caregivers, Survey Methods. (Part-time)

Lynne Lohfeld (CE&B), BA (William Smith), MS (Wisconsin), Ph.D. (Connecticut); Qualitative Research

Methods, Participatory Action Research, RAP (Rapid Assessment Procedures), Program Evaluation, Aging and Health, Education. (Part-time)

Ann McKibbon (CE&B), B.Sc. (Guelph), MLS (Western) Ph.D. (Pittsburgh); Access to Health Care Information,

Evidence-based Medicine, Distance Education for Medical Library Students, Knowledge Translation and Health Care.

Deborah Marshall (CE&B and Centre for Evaluation of Medicine (CEM)), B.Sc. (Toronto), MHSA (Alberta),

Ph.D. (North Carolina); Technology Assessment, Diagnostic Technology, Patient Preferences, Conjoint Analysis, Decision Modelling, Cancer and Infectious Disease. (Part-time)

John Marshall (Medicine) M.D., M.Sc. (McMaster), FRCPC, (Medicine); Clinical outcomes research,

Inflammatory bowel disease, post-infectious irritable bowel syndrome, colorectal cancer screening, Clinical epidemiology, clinical trials, endoscopy, decision analysis, health economics.

Maureen Meade (Medicine and CE&B), B.Sc. (Ottawa), M.Sc. (McMaster), M.D. (McGill); Clinical Trials in

Mechanical Ventilation. David Meyre (CE&B), Ph.D. (France), D.E.A. (Paris-Grignon), M.Sc. (USTL); Genetic epidemiology, monogenic,

obesity, polygenic, type 2 diabetes, genome-wide association studies, gene x environment interactions, and high-throughput sequencing.

Edward (Ed) Mills (Global Health), M.Sc., LLM (Oxford), Ph.D. (McMaster); Randomized Trials, Systematic

Review, International Health. (Part-time) Milo Puhan (CE&B), Ph.D. (Amsterdam), M.D. (Zurich); Chronic disease epidemiology, Systematic reviews and

meta-analysis, Patient-reported outcomes (Part-time) Lisa Schwartz (CE&B), BA, MA (McGill), Ph.D. (Glasgow); Ethics, Bioethics, Philosophy. Donald (Don) Willison (CE&B), B.Sc. (Toronto), M.Sc. (McMaster), SCD (Harvard); Pharmaceutical Policy, Data

Privacy and Health Research. (Part-time) Assistant Professors Gord Blackhouse (CE&B), M.B.A., M.Sc. (McMaster); Health economic evaluation (theory and practice), health

technology assessment (Part-time) James Bowen (CE&B), B.Sc.Phm., M.Sc. (Toronto); Health technology assessment, economic evaluation, information sciences, pharmacy, pharmacology. (Part-time) Matthias Briel (CE&B), Ph.D. (Freiburg), M.Sc. (McMaster); Evidence-based health care, systematic reviews and meta-analyses, randomized controlled trials and trial methodology. (Part-time) Jan Brozek (CE&B), MD (Kraków, Poland), PhD (Kraków, Poland); Knowledge Translation, Allergies, and Immunology. Patrick Brown (CE&B), Ph.D. (Lancaster), M.Sc. (London), B.A. (Queen’s); Biostatistics, Longitudinal Data Analysis, Spatial and Spatio-temporal processes, Statistical computing. (Part-time)


8

Jason Busse (CE&B), M.Sc., D.C., B.Sc., (Toronto), Ph.D. (McMaster); The Effect of Low-Intensity Pulsed Ultrasound on Fracture Healing, Complementary and Alternative Medicine in Back Pain Utilization, Evaluating the need for and potential design of a no-fault compensation program for immunization related injuries, Predictors of Prolonged Recovery Following Acceptance for Disability Benefits, Management of Medically Unexplained Syndromes (Part-Time) Kaitryn Campbell (CE&B), M.L.I.S. (Western), Bed (Queens); Information retrieval methods for systematic review and health technology assessment, search methods for economic evaluations. (Part-time) Soo Chan Carusone (CE&B), Ph.D. (McMaster), M.Sc., B.Sc. (Toronto); Program evaluation, Educational research. (Part-time) Paul Contoyannis (Economics), B.Sc., M.Sc., D Phil (York, UK); Application of Economic and Economical

Methods to Health, Health Inequalities, Addiction, Impact of Lifestyles on Health, and Health Dynamics. Gary Foster (CE&B), Ph.D., MA (McMaster); Biostatistics. (Part-time) Lauren Griffith (CE&B), BS, MS (Michigan), Ph.D. (Toronto); Biostatistics, Systematic Review/Meta-analysis,

Epidemiology. Jemila Hamid (P&MM), BSc (Addis Ababa), M.Sc., Ph.D. (Uppsala); Biostatistics, Analysis of Longitudinal and Repeated Measures Data, Statistical Methods for Genomic Data, Statistical methods for Data Integration, Growth Curve Models, Meta Analysis, Multivariate Statistics

Diane Heels-Ansdell (CE&B) M.Sc., B.Sc. (Guelph); Biostatistics. (Part-time) Andrew Mente (CE&B), Ph.D. (Toronto) M.A., B.A. (York); Nutrigenomics, Nutritional Epidemiology, Metabolic Syndrome, and Cardiovascular Disease. Robby Nieuwlaat (CE&B) Ph.D., M.Sc., M.Sc. (Maastricht); Clinical cardiovascular epidemiology, Management

guideline adherence, Knowledge translation, Interventions to overcome evidence-practice gaps, Patient and cluster randomized controlled trials, Systematic reviews, Atrial fibrillation, Anticoagulation.

Liana Nolan, M.D. (Western), M.H.Sc. (Toronto), FRCPC; Outbreak control, Epidemiology. (Part-time) Daria O’Reilly (CE&B) M.Sc., Ph.D. (Memorial) B.Sc. (Dalhousie); Economic evaluation, health technology assessment, health policy, meta-analysis, pharmacoepidemiology and clinical epidemiology. Mark Oremus (CE&B), BA (McGill), MA (Concordia), M.Sc. (McGill), Ph.D. (McGill); Aging and Dementia,

Knowledge Transfer; Systematic Reviews, Survey Design and Administration, Health Economics, Health Policy, Evidence-based Practice, Epidemiology.

Guillaume Pare (P&MM), M.Sc. (McGill), M.D. (Montreal) FRCPC; Genetic Epidemiology, Cardiovascular

Genetics, Biomarker Development (Assistant Professor) Eleanor Pullenayegum (CE&B), BA Hons, CASM (Cambridge), Ph.D. (Toronto); Development of statistical

methodology for healthcare research, Semi-parametric regression models, Comparison of estimation techniques in terms of bias, efficacy, and practicality, Cost-effectiveness analysis, Longitudinal data.

Elizabeth Richardson (CE&B), B.Sc., M.D. (Western), MHSc (Toronto), FRCPC; Public Health and Population

Health Approaches, Epidemiology and Surveillance, Best Practices. (Assistant Clinical Professor/Part-time)

Lina (Pasqualina) Santaguida (CE&B), B.Sc., Ph.D. (Toronto), M.Sc. (Waterloo); Systematic Reviews and

Knowledge Translation. (Part-time) Jean-Eric Tarride (CE&B), BA, MA (Toulouse), Ph.D. (Concordia); Decision Analysis, Cost-effectiveness and

Simulation Models, Health Care Systems.


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Nancy Wilczynski (CE&B) Ph.D., M.Sc., B.A. Hons (McMaster); Information retrieval, Medical informatics,

Evidence-based medicine, Knowledge translation (Part-time) Changchun Xie (CE&B), B.Sc. (Hunan), M.Sc. (Zhejiang), M.Sc. (Dalhousie), Ph.D. (Guelph); Survival Analysis,

Applied Statistics, Probability. Feng Xie, B.Sc., M.Sc. (Shanghai), Ph.D. (Singapore); Health technology assessment, Pharmacoeconomics,

Health-related quality of life, Utility measurement. John You (Medicine) B.Sc. Hons (McMaster), M.D., M.Sc. (Toronto) FRCPC; Evaluation of diagnostic (imaging)

tests, health services research. Associate CE&B Members Noori Akhtar-Danesh (Nursing), B.Sc. (Ferdowsi), M.Sc. (Shiraz), Ph.D. (Newcastle); Pain Measurements,

Structure of Fabricated Data Sets, Longitudinal Data and Repeated Measures, Modeling Risk Factors of Diabetes and Cardiovascular Diseases. (Associate Professor)

Donald Arnold (Medicine), M.Sc. (McMaster), FRCPC, M.D.C.M. (McGill); Platelet disorders, Autoimmunity,

Idiopathic thrombocytopenic purpura, Neonatal alloimmune thrombocytopenia, Clinical trials, Epidemiology. (Assistant Professor)

Mohit Bhandari (Surgery), M.D. (Toronto), M.Sc. (McMaster) FRCSC; Clinical epidemiology and surgery,

musculoskeletal trauma, large multi-centre trials of tibial fracture management, evidence-based orthopaedics. (Associate Professor)

Louise Bordeleau (Oncology), M.D. (Ottawa), M.Sc. (Toronto) FFCPC; Clinical trials on breast cancer treatment

and prevention, familial/hereditary breast cancer, economic evaluation of cancer therapies, breast cancer survivorship. (Associate Professor)

Melissa Brouwers (Oncology), B.Sc. (Toronto), MA, Ph.D. (Western); Clinical Practice Guidelines, Knowledge

Translation. (Associate Professor) Regina (Gina) Browne (Nursing), B.Sc.N (Catherine Spaulding College), MS (Boston), MEd, Ph.D. (Toronto-

OISE); Primary Care Research (Nurse Practitioner); Medical Surgical Nursing (Intensive Care); Family Practice (Family Therapy); Adjustment to Chronic Illness. (Professor)

John Cairney (Family Medicine) Ph.D. (Western) M.S. (Queen’s), B.A. Hons (Brock); Child health and

development, psychiatric epidemiology, population health, health services research (CIHR, SSHRC) (Associate Professor)

Angelo Canty (Mathematics & Statistics), B.Sc. (University College Cork), M.Sc., Ph.D. (Toronto); Statistical Methodology, Analysis of Genetic Data. (Assistant Professor)

Karen Choong (Pediatrics) M.Sc. (McMaster), FRCPC, M.D. (Ireland); Pediatric Critical Care; Sedation in

PCCU; Maintenance IV fluids; Ultrasound cardiac output monitoring; Acute rehab in critically ill children; Septic shock. (Associate Professor)

Catherine Clase (Medicine), BA, MB (Cambridge), M.Sc. (McMaster), FRCPC; Thrombossis, Antherosclerosis

and Vascular Events in End-stage Renal Disease and Community Epidemiology for Chronic Renal Insufficiency. (Associate Professor)

Jennifer Couturier (P&BNS), M.Sc., M.D. (Western), B.Sc. (Queen’s); Eating Disorders, Child and Adolescent Mental Health, Knowledge Translation. (Assistant Professor) Maureen Dobbins (Nursing), Ph.D. (Toronto), B.Sc.N. (McMaster); Knowledge translation and exchange,

evidence-informed decision making, public health, systematic reviews, chronic disease prevention.


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(Assistant Professor) Lisa Dolovich (Family Medicine), B.Sc.phm, PharmD (Toronto), M.Sc. (McMaster); Patient Perspective About

Using or Deciding to Use Medications, Continuity of Healthcare, Pharmacy and Health Services Practice Research, Evaluating the Clinical and Policy Relevance of Interventions that can Improve Prescribing and Patient Medication-Taking Behaviour. (Associate Professor)

Kelly Dore (Obs&Gyn), Ph.D., B.A. (McMaster); Health Professions Education, COG Psychology, Evaluations/Admissions. (Assistant Professor) James Douketis (Medicine), B.Sc. (Toronto), M.D. (Toronto); Prognosis of venous thromboembolism, Bleeding

risks during anticoagulant therapy and perioperative anticoagulation, Guideline development for the prevention and treatment of obesity. (Professor)

Jonathan Dushoff (Biology), Ph.D. (Princeton), B.A. (Pennsylvania); Evolution and spread of infectious disease. (Assistant Professor) Laurie Elit (Obs&Gyn), M.Sc. (McMaster), M.D. (Western) FRCSC; Gynecologic Cancer, Health Services, Clinical Trials. (Associate Professor) Peter Ellis (Medicine), BA, MMED, Ph.D. (Sydney); Doctor-patient Communication Research, Evaluating Health

Outcomes, Strategies for Diffusion and Dissemination of Clinical Research, Patient Attitudes Towards Randomized Clinical Trials. (Associate Professor)

John D. Eyles (G&ES), BA, M.Sc. (London School of Economics), Ph.D. (London); Environmental Health Risk

Research, Resource Allocation, Community Decision-making, System Evaluation. (Professor) Forough Farrokhyar (Surgery), B.Sc. (Pahlavi), MPhil (Aston), Ph.D. (Wolverhampton); Observational Studies,

Clinical Trials, Meta-analyses, Cardiac Surgery, General Surgery, Functional Gastrointestinal Disorders, Inflammatory Bowel Disease, Databases. (Associate Clinical Professor)

Shawn Forbes (Surgery), M.D. (McMaster), F.R.C.S.C. (McMaster), M.Sc. (Toronto); Quality improvement, Perioperative care. (Assistant Professor) Kathy Georgiades (P&BNS), PhD (Oregon), MSc (Oregon), BA (Brock); Contextual influences and processes that determine child developmental health, Immigrant populations. (Assistant Professor) Hertzel C. Gerstein (Medicine), M.D. (Toronto), M.Sc. (McMaster), FRCPC, DABIM; Endocrinology, Clinical

Trials in Diabetes Mellitus, Grave's Disease, Cardiovascular Disease and Thyroid Disease. (Professor) George Heckman (Medicine), MSc (McMaster), MD (Toronto), MMath (Waterloo), BA (Laval); Cardiovascular

disease in the elderly, cognition and frailty in patients with cardiovascular disease, dementia, epidemiology, provision of comprehensive assessment both in outpatient and inpatient settings. (Assistant Professor)

Nancy Heddle (Medicine), M.Sc. (McMaster) FCSMLS (D); Clinical Research in Transfusion Medicine.

(Associate Professor) Anne Holbrook (Medicine), B.Sc. (Toronto), PharM.D. (Philadelphia), M.D., M.Sc. (McMaster); FRCPC, FISPE;

Therapeutics, Prescribing Practices, Guidelines, Electronic Medical Records, Decision-making, Drug Policy. (Professor)

Eileen Hutton (Obs&Gyn) Ph.D., M.Sc. (Toronto) B.Sc. (Queens); Randomized controlled trails, normal birth

outcomes, knowledge translation in maternity care, mode of birth (twins, breech, vaginal birth after caesarean section, elective caesarean section by material request), interdisciplinary research. (Associate Professor)

Jeremiah (Jerry) Hurley (Economics and CE&B), BA (John Carroll), MA, Ph.D. (Wisconsin Madison); CHEPA,

Health Economics. (Professor)


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Susan Jack (Nursing) B.Sc.N (University of Alberta), Ph.D. (McMaster); Qualitative and mixed methods, family

violence, knowledge transfer and exchange, community approaches and nursing interventions, intimate partner violence, child welfare policy makers; evidence-informed decision-making in women’s health, exploring knowledge brokering in public health, parenting by women exposed to childhood maltreatment. (Assistant Professor)

Magdalena Janus (P&BNS) Ph.D. (Cambridge), M.Sc. (Jagiellonian); Early child development, school

readiness, transition to school, developmental health, population-based assessment of child development. (Associate Professor)

Clive Kearon (Medicine), BA (Trinity), M.D., MRCPI, FRCPC, Ph.D. (McMaster); Diagnosis and treatment of venous thromboembolic disease. (Professor) Haresh Kirpalani (Pediatrics), M.D. (Southampton), M.Sc. (McMaster), FRCS, MRCP, FRCPC, FRCP; Neonatal,

Randomized Trials, Information Giving, Counselling. (Professor) Anne Klassen (Pediatrics), B.A. (Waterloo), DPhil (Oxford); Quality of life, caregivers, immigrant health, quality

improvement, pediatrics. (Associate Professor) Andre Lamy (Surgery and CE&B), M.D. (Laval), M.H.Sc. (UBC), F.R.C.S.C.; Clinical Trials in the Field of

Cardiovascular Diseases. (Associate Professor) Mary C. Law (Rehabilitation Science), B.Sc. (Queens), M.Sc. (McMaster), Ph.D. (Waterloo); Evaluation of

Interventions in Developmental Disabilities and Pediatric Occupational Therapy, Measurement of Function in Children. (Professor)

Mark N. Levine (CE&B), M.D., (McGill), M.Sc. (McMaster); Trials, Breast Cancer, Thrombosis, Communication

and Health Care. Ellen Lipman (P&BNS), B.Sc. Hons (Western), M.Sc., M.D. (McMaster); Child and Adolescent Psychiatry, Child

Psychiatry Research; Epidemiology. (Professor) Alice Lytwyn (P&MM), B.Sc., M.D. (McGill), M.Sc. (McMaster), FRCPC; Human Papilloma Virus (HPV),

Screening for HIV-associate Anal Cancer and Cervical Cancer, Cancer Prevention and Breast Cancer, Quality Assurance in Expert Histology Review. (Associate Professor)

Joy MacDermid (Rehabilitation Science), B.Sc. (St. Mary’s), B.Sc.PT, M.Sc., Ph.D. (Western); Randomized

Clinical Trials, Development and Evaluation of Outcome Measures, Systematic Reviews and Clinical Practice Guidelines. (Professor)

Harriet MacMillan (P&BNS and Pediatrics), M.D. (Queens), M.Sc. (McMaster), FRCPC; Violence Against

Women, Prevention, Community Surveys, Clinical Trials. (Professor) Maureen Markle-Reid (Nursing), Ph.D., B.Sc.N. (McMaster), M.Sc.N. (Toronto); Health services research, home and community care, gerontology, economic evaluation of clinical interventions, chronic disease management, interprofessional care, health promotion and disease prevention. (Associate Professor) Sarah McDonald (Obs&Gyn), BA (Princeton), M.Sc., M.D. (Toronto) FRCSC; Cardiovascular risk factors and preeclampsia, perinatal smoking, obesity and pregnancy outcomes, and meta-analysis of observational studies. (Assistant Professor) Shamir Mehta (Medicine – Cardiology), B.Sc., M.D. (Toronto), M.Sc. (McMaster), FRCPC; Randomized Clinical

Trials, Risk Factors and Treatment Therapies for Acute Coronary Syndromes. (Associate Professor) Paul Moayyedi (Medicine), B.Sc., MBChB (Bristol), Ph.D. (Leeds), MRCP, FRCP; Primary Care, Best Practices,

Screening, Treatment, Knowledge Transfer, Surveillance and Cost-Effective Models. (Professor) Alexandra Papaioannou (Medicine), B.Sc.N, M.D., M.Sc. (McMaster) FRCPC, FACP; Osteoporosis and Falls,


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Appropriate Prescribing in the Elderly. (Professor) Gregory Pond (Oncology), B.Sc. Hons (Brock), M.Sc. (Simon Fraser), Ph.D. (Toronto); Biostatistics, Clinical

Trials, Oncology, Group-Sequential Methods. (Assistant Professor) Peter Rosenbaum (Pediatrics), B.Sc., M.D. (McGill), FRCPC; Impact of Developmental Disability on Child and

Family Development, Measurement of Function in Disabled Children. (Professor) Rolf Sebaldt (Medicine), B.Sc. (McGill), M.D., FRCPC, DABIM, FACP; Knowledge Transfer, Health Outcomes,

Health Services, Optimal Prescribing Chronic Disease Management. (Associate Clinical Professor) Hsien-Yeang Seow (Oncology), Ph.D., (Johns Hopkins School of Public Health), B.Sc. (Yale); Palliative, end-of-

life, cancer, quality, health services, health systems, organization and delivery of healthcare (Assistant Professor)

Marko Simunovic (Surgery), BA (Queens), M.D. (Ottawa), MPH (Harvard), FRCSC; Health Services Research,

Colorectal Cancer, Surgical Oncology, Quality Improvement, Surgical Behaviour, Volume-outcome Relationships. (Associate Professor)

Marek Smieja (P&MM), M.D. (Western), Dip (London), M.Sc., Ph.D. (McMaster) FRCPC; Infection,

Inflammation, Cardiovascular Disease, Respiratory Disease, Microbiologic Tests. (Associate Professor) Paul Stratford (Rehabilitation Science), Dip PT (Mohawk), M.Sc. (McMaster); Sports Medicine, Clinical Trials

Measurement and Orthopaedic Research. (Professor) Koon Teo (Medicine – Cardiology), MBBCH (National University of Ireland), Ph.D. (Alberta), LRCP, MRCP,

FRCP, FRCPC; Clinical Trials, Epidemiology, patterns of Practice Analysis, Outcomes Research, Meta-Analysis, Cardiovascular Disease. (Professor)

Achilleas Thoma (Surgery), B.Sc., M.D. (McMaster), F.R.C.S.C., F.A.C.S.; Evidence-based Surgery, RCT and

Cost-effectiveness Analysis Comparing Two Techniques of Breast Reduction. (Clinical Professor) Roman Viveros-Aguilera (Mathematics & Statistics), B.Sc. (Veracruzana), M.Sc. (Centre for Research and

Advanced Studie - Mexico), Ph.D. (Waterloo); Statistical Process Control; Chemometrics; Reliability and Statistical Application. (Professor)

Andrew Worster (Medicine), B.Sc., M.Sc. (New Brunswick), M.D. (Dalhousie), M.Sc. (McMaster) CCFP(EM),

FCFP; Use of Diagnostic Tests in the Emergency Department. (Associate Professor) 1.2 Faculty Members Available to Sit on Supervisory Committees Antonio Dans (CE&B), M.D. (Philippines) M.Sc. (McMaster); Cardiovascular Disease, Chronic Disease

Surveillance, Clinical Practice Guidelines, Systematic Reviews, Inequities in Healthcare. (Professor/Part-time)

Brad Johnston (CE&B), ND (Toronto), PhD (Alberta); Systematic Reviews, Clinical Trials, Health Related

Quality of Life, Nutrition & Natural Health Products. (Assistant Professor/Part-time) Mark Morreale (CE&B), B.Sc. (Toronto), M.Sc. (Queens); Health Services Research and Infectious Disease

Etiology. (Assistant Professor/Part-time) John Oudyk (CE&B), BASc (Waterloo), ROH, M.Sc. (McMaster); Assessing workplace health effects and

exposures. (Assistant Professor/Part-time) Michael (Mike) Pysklywec (CE&B), BASc, M.D. (Queen’s), M.Sc., DOHS (McMaster), CCFP, CCFP(EM);

Occupational and health medicine. (Assistant Professor/Part-time) Véd Tandan (Surgery), M.D. (Toronto), M.Sc. (McMaster), FRCSC, FACS; Clinical epidemiology, hepatobiliary

and pancreatic surgery, minimal access surgery and surgical oncology, surgical outcomes, laparoscopy and oncology, quality of life. (Associate Professor)


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Suneel Uphadye (Medicine), B.Sc. (McGill), M.D. (Queens), M.Sc. (McMaster), CCFP(EM); Emergency

medicine, Evidence based medicine. (Assistant Clinical Professor)


14

2.0 FACULTY ADVISOR AND STUDENT RELATIONSHIP

The program assigns each student to a faculty advisor. This document provides guidelines on the role and responsibilities of both faculty and students in this context. 2.1 General Objectives The faculty advisor should act as the initial contact person on the HRM faculty. As such, he/she acts as the student’s primary representative to the rest of the HRM faculty in all aspects of the student’s goals in taking the HRM Program. The faculty advisor should be aware of the student’s interests, goals and progress and should offer ongoing advice to the student towards attaining these. The student’s responsibility is to keep his/her advisor informed about their direction and progress in the program. 2.2 Specific Objectives

The specific objectives of the advisor-student relationship include the following:

The advisor should ensure, from the beginning of a student’s enrolment in the HRM Program, that the student feels welcome in the program.

The advisor and the student should meet regularly, on a one-on-one basis, to discuss progress through the program and evaluations that have been received.

The advisor and student should discuss the research internship requirement early in their meetings together to decide whether or not the student will join a research team in which the advisor participates for the internship. If the decision is made not to do a research internship with the advisor, the advisor should assist in identifying another internship opportunity.

The student should keep the advisor informed about project activities in research courses.

The advisor should assist the student in the selection of appropriate courses to optimize his/her education in the elective parts of the program.

The advisor will often be the supervisor of the student’s thesis. However, there is no expectation for this to occur, unless the student receives stipend support from the advisor. The topic must be acceptable to the advisor and to the student for the advisor to become the thesis supervisor.

It is expected that students avail themselves of a variety of opportunities during their HRM Program. The advisor should assist the student in contacting other faculty members who might act as resources for HRM activities such as course projects, internships and the thesis. The initiative should usually come from the student in specifying the type of resources required; input from the advisor is helpful in identifying faculty members with the most appropriate skills and interests. While students may, in principle, contact any individual for help during their program, they should realize that only faculty members associated with the HRM Program are eligible to assume roles where formal academic credit is required. The thesis supervisor is required to have a formal appointment in the School of Graduate Studies.

A faculty advisor may continue to see the student even if another faculty member assumes the role of supervisor.

Although the advisor may help, it is ultimately the student’s responsibility to identify a suitable thesis committee, usually consisting of three internal readers and one external reader. It is also the student’s responsibility to work with the Office of the Associate Dean of Graduate Studies (Health Sciences) and inform the Office of the Associate Dean of Graduate Studies (Health Sciences) so that a room is booked for the defense. The student must provide all readers with a copy of the thesis in good time before the defense itself. The thesis should not be sent to the external reader before all of the internal committee members have read it and provided feedback. The student and the thesis supervisor should be particularly careful to apprise the external reader of his/her


15

responsibilities in assessing the thesis. Failure to carry out any of these steps may result in postponement of the defense or partial or complete disapproval of the thesis. See a later section of the Student Orientation Manual section 12.0 MSc Thesis for complete details concerning the thesis.

If the student chooses to do a final Scholarly Paper, the advisor/supervisor may help the student select an appropriate topic, although the topic chosen is the student’s responsibility. Usually the advisor and one other faculty member will read the final scholarly paper and evaluate it.

While every effort is made to identify the most appropriate advisor/supervisor student pairs at the outset, the relationship may be terminated at any time by either party, and a new advisor identified. Similarly, the appointment of a new advisor must be mutually acceptable to both parties. Students who change their supervisor may forfeit stipend support.

A change of advisor may be negotiated with or without involvement of the program office. In the (hopefully unlikely) circumstance of a breakdown because of advisor-student incompatibility, the program office may be consulted in order to select a new advisor. Where information about the change is required simply for administrative or academic requirements, the program office should be notified after the change has occurred.

2.3 Organization At the beginning of each academic year (July 1), incoming students are assigned to a faculty advisor by the Assistant Dean, HRM. Each student should contact his/her advisor during the first week in residence, or as soon as possible thereafter to get acquainted. The frequency of subsequent meetings should be negotiated, but it is suggested that they occur at least once per term. Much more frequent meetings will be needed at certain times during the student’s program; when the student is new to the program and during the time the student is selecting a thesis or final Scholarly Paper topic. The Program Assistant maintains an up-to-date list of students and their advisors.

Advisors usually maintain an overview of each advisee’s performance/plans, by keeping a separate and confidential file for each advisee. This facilitates writing accurate letters of recommendation, if they are required.


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3.0 RESEARCH 3.1 Research Units, Research Programs, Affiliated Research Programs and Activities There is a variety of research and other activities carried out by HRM Graduate Faculty and other members of Health Sciences Graduate Programs which deserve special mention. These are listed in this section. Our HSGP members have made, and continue to make, outstanding contributions to these "Centres" and "units" of the University.

For more information about these Research Services please visit the Clinical Epidemiology & Biostatistics Research Units website at: http://www.fhs.mcmaster.ca/ceb/research_research_units.htm

For information about faculty research interests, please visit the Department of Clinical Epidemiology & Biostatistics website at http://www.fhs.mcmaster.ca/ceb/research_intro.htm

The following CE&B Research Units, Research Programs, Affiliated Research Programs and Activities can be found on the Research Units webpage as listed above:

CanChild Centre for Childhood Disability Research

CEM Centre for Evaluation of Medicines

CEP Capacity Enhancement Program

CHEPA Centre for Health Economics and Policy Analysis

CLARITY Clinical Advances through Research and Information Translation

CLSA Canadian Longitudinal Study on Aging

CTMG Clinical Trials Methodology Group

Diabetes Hamilton

EPC Evidence-Based Practice Centre

HIRU Health Information Research Unit

HKR Health Knowledge Refinery

HUG Health Utilities Group

McMaster Health Forum

PATH Program for Assessment of Technology in Health

PEBC Program in Evidence-Based Care (Cancer Care Ontario)

PERD Program in Education Research and Development

PGP Population Genomics Program

PHRI Population Health Research Institute

POHEM Program in Occupational Health and Environmental Medicine

PPD Program in Policy Decision Making

SCCRU Supportive Cancer Care Research Unit

SJHSRN St. Joseph’s Health System Research Network

SLRU System-Linked Research Unit on Health and Social Service Utilization

http://www.fhs.mcmaster.ca/ceb/research_research_units.htm

http://www.fhs.mcmaster.ca/ceb/research_intro.htm


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3.2 External Data Banks

Opportunities to gain access to health services data repositories and/or involve their staff. Institute for Clinical Evaluative Sciences (ICES) The Institute for Evaluative Sciences (ICES) welcomes students who would like to collaborate in health services research/outcomes research.

There are at least three possibilities:

1. Graduate students and fellows at McMaster, whose research projects are independent of ICES, may ask an ICES scientist to be part of thesis or advisory committees as an extra member (fourth reader) or as the external reader.

2. Graduate students and fellows may ask for data runs or other assistance for their research, and we will respond to the request.

3. Graduate students and fellows may ask to be on site at ICES to directly work with data for their research. Such a request would have to be discussed and negotiated directly with the candidate and her/his supervisor. Special permission is required from the School of Graduate Studies for full-time students to be off site.

Those who are interested should contact:

Janet Hux, MD, SM, FRCPC Chief Operating Officer and Senior Scientist Institute for Clinical Evaluative Sciences (ICES) G106, 2075 Bayview Avenue Toronto, ON M4N 3M5 Tel: 416-480-4055 Ext.: 3849 Fax: (416) 480-6048 Marilu Joffe Executive Assistant Tel: 416-480-4055 Ext.: 7734 The McMaster Research Data Centre (RDC) The McMaster Research Data Centre (RDC) is part of a wider partnership between selected universities, Statistics Canada and SSHRC to make underused Statistics Canada data available to researchers. The RDC is managed by a Statistics Canada analyst. For more information on the RDC, the data currently housed there, the procedures for gaining access to the RDC and researching in the RDC go to http://socserv.socsci.mcmaster.ca/rdc/. Canadian Institute for Health Information (CIHI) The Canadian Institute for Health Information (CIHI) provides health data to qualifying graduate students at no cost through the Graduate Student Data Access Program. Graduate students conducting research can access quality data on a broad range of health services, health expenditures and human health resources. Databases include information on the following: hospital morbidity, trauma, dialysis and organ transplantation, hospital financial and statistical data, health expenditures, human health resources, and other health-related topics. The program has two objectives: to encourage the development and dissemination of health and health services knowledge; and to build the capacity of graduate students to undertake policy- relevant research related to health and health services.

http://socserv.socsci.mcmaster.ca/rdc/


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Interested candidates should contact CIHI before submitting their application.

Those interested should contact:

Graduate Student Data Access Program Canadian Institute for Health Information 4110 Yonge Street, Suite 300 Toronto, Ontario M2P 2B7

Phone: 416-481-2002 Fax: 416-481-2950 Email: [email protected]

The GSDAP website and its associated details, is located at: http://secure.cihi.ca/cihiweb Please let the HRM Curriculum Coordinator know if you are interested in one of these opportunities.

http://secure.cihi.ca/cihiweb


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4.0 HRM PROGRAM REQUIREMENTS (MSc) 4.1 Requirements for a Thesis-based MSc Degree

i) For full-time students, the expected time for completion is two years from initial registration in the program

For part-time students, five years (maximum) to complete all degree requirements ii) Successful completion of at least five half courses at the graduate level of which:

a. one course must be HRM 721 b. one course must be HRM 702 c. the remaining required courses may be selected from among the courses offered by the

HRM Program iii) Field-specific courses (if applicable)

iv) Completion of a research internship v) Submission and successfully defend a thesis

4.2 Requirements for a Course-based MSc Degree

i) For full-time students, three years (maximum) to complete the degree requirements For part-time students, five years (maximum) to complete all degree requirements

ii) Seven half courses at the graduate level are required in total, of which the following are mandatory:

a. HRM 721 b. HRM 702

iii) Field-specific courses (if applicable) iv) Completion of a research internship v) A scholarly paper on a methodological issue, written at the completion of course work (may be

completed in final term if only one half course is taken) 4.3 Degree Requirements for Fields of Specialization Please see the attached degree requirement table for clarification regarding the specific courses for each field. 4.4 SGS 101 & SGS 201 Requirement All graduate students at McMaster University are required to successfully complete SGS 101 and SGS 201 during their first year of study. Information regarding registration will be circulated each term by the Office of the Associate Dean of Graduate Studies (Health Sciences).


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Fields Initiative – MSc Curriculum Requirements

(Feb 22 2010)

FIELDS OFFERED AT THE MSc LEVEL1

HRM Classic Clinical Epidemiology

Health Services Research

Population & Public Health

Health Technology Assessment

DEGREE REQUIREMENTS2

Thesis-based Course-based Thesis-based Course-based Thesis-based

Course-based

Thesis-based

Course-based

Thesis-based Course-based

MSc

COURSEWORK

721 & 702 Common Courses

Field Specific Courses

730 or 751 One of: 723,

727, 731, 733, 737,

743 or 745

743

730 or 751

743 730 or 751

762 762 751 751 737 741

787 743 737 741

Elective(s) 3 3 1 3 2 4 2 4 1 1

RESEARCH INTERNSHIP

Research Internship

Research Internship is appropriate for field

RESEARCH PAPER Thesis Scholarly

Paper

Scholarly Paper/Thesis topic is appropriate for field

1Fields offered at the MSc level include: HRM Classic, Clinical Epidemiology, Health Services Research, Population & Public Health and Health Technology Assessment; Biostatistics is not offered at the MSc level (only PhD). 2MSc Level Degree Requirements include:

Coursework (thesis-based = 5 courses; course-based = 7 courses) - two required courses across all fields, 721 and 702 or their equivalents - no more than 2 field specific courses are required for a thesis-based MSc - no more than 3 field specific courses are required for a course-based MSc

Research Paper (thesis-based = thesis; course-based = scholarly paper) - the thesis or scholarly paper topic must be approved by the supervisor and field leader (topic is appropriate for the field)

Research Internship -the research internship must be approved by the supervisor and field leader


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4.5 Requirements for the Co-op Option MSc Degree Full-time HRM thesis or course-based Master’s students who have successfully completed at least four half-courses may be considered for the co-op option associated with this degree program. The number of students selected will be subject to available placements.

To complete the MSc co-op option successfully, the student must work a total of eight months in either one or two work-study placements. Each placement must be approved by the Assistant Dean, HRM. For MSc by thesis students, a project undertaken during a work term may evolve into a thesis topic during the second work placement, subject to the appropriate approvals.

At the completion of each work-term placement, the student must write a report and append a letter of evaluation by the employer.

Co-op placements may be made with governments, consulting firms, or non-profit organizations. During the co-op placement, the employer pays the student. A separate co-op fee must be paid prior to placement. A student completing the co-op option will be exempted from the research internship requirement. This option would normally require longer than 2 years to complete.

Information on this option is available from Lorraine Carroll in the Office of the Associate Dean (Health Sciences) MDCL 2235, or from the HRM Co-op Coordinator. 4.6 Declaration of Degree Option Full-time students entering the Master’s program must declare which option they will pursue by the end of the second term (December). Part-time students entering the Master’s program must declare which option they will pursue after completion of three terms (April). Current students are given a time-limited period to change their option from the thesis-based MSc to the course-based MSc. Students enrolled before July 1999 in the program may switch to the course-based MSc option. They are required to complete eight courses and the applied research requirement and write a scholarly paper on a methodological issue. Students in the course-based MSc do have the option to transfer to the PhD stream, but they must have strong-supporting evidence of their potential to become independent investigators. 5.0 EVALUATION 5.1 Student Evaluation in the HRM Program There are several components of evaluation in HRM. They are course work, research internship, and final paper (course-based Master’s) or thesis (thesis-based Master’s). 5.2 Course Work Student performance at the course level is quite straightforward. Each course has its own criteria that are usually based on assignments, papers and class participation. A letter grade is awarded by the course coordinator. The grading system is outlined below:

A+ = 90 to 100 consistently outstanding A = 85 to 89 overall superior quality A- = 80 to 84 high achievement B+ = 77 to 79 competent, but not consistently high quality B = 73 to 76 satisfactory quality B- = 70 to 72 only marginally acceptable F = failure inadequate work


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If a student receives a grade below B-, a recommendation may be made for the student to withdraw from the program. 5.3 Research Internship Students and their supervisors meet together and discuss the objectives of the internship at the beginning of the internship, meet to discuss progress during the internship, and meet to assign a pass/fail grade at the end. 5.4 Thesis The final evaluation for thesis-based MSc students is the written and oral defense of a thesis before a thesis examination committee. The thesis is simply graded as pass/fail. Both components, oral and written, have to be successfully completed. If a student fails either part of the thesis, the curriculum and thesis examination committees will decide if the student may retry the defense. 5.5 Final Scholarly Paper The final evaluation for course-based MSc students is a written paper which is graded as a pass/fail. One attempt to rewrite the paper is allowed. 6.0 POLICY & PROCEDURE FOR TRANSFER FROM MSc TO PhD

The following procedure is designed for use when the proposed PhD supervisor of a thesis-based MSc student enrolled in HRM recommends review for transfer to PhD status without completion of the MSc degree.

The objectives of the transfer procedure are:

i) To assess the progress of the student toward the Master’s degree. ii) To assess the potential of the candidate to carry out independent, original research. iii) To consider the suitability of the candidate’s research for PhD thesis work.

6.1 Procedure

i) The process is initiated by the proposed PhD supervisor after the student has successfully completed the following half courses:

HRM 721

an additional HRM research methods course

an HRM statistics course

two additional half course selected by the student and faculty advisor (this may include field-specific course(s) if applicable)

Normally, these courses should be completed in the first year of the MSc curriculum. The student must have successfully completed five half courses and the research internship requirement before the transfer meeting.

Students must notify the Office of the Associate Dean of Graduate Studies (Health Sciences) three months prior to the date of their expected transfer and meet with the Assistant Dean, HRM to discuss transfer procedures. Transfer meetings are not held during the last two weeks of August.

ii) The student must have a minimum of an A- average in the MSc curriculum (the five half courses

required for the degree) with no grade less than B.

Courses which apply to the thesis MSc Program must be completed before the transfer examination and cannot be transferred to the PhD.

If a formal request is made to transfer one half course, in excess of the minimum thesis MSc course requirement, as part of the PhD curriculum, it must be specified at the time of the transfer meeting.


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iii) The student who wishes to transfer from MSc to PhD status must write a critical Transfer Report, usually after 12 months (i.e. after May of the following year) and before 18 months of study for full-time students.

For part-time thesis MSc students, these periods will be extended to 20 and 36 months, respectively. The part-time MSc student would normally be expected to become a full-time student when successfully transferring to the PhD.

The report will consist of two parts:

1. a synopsis and discussion of the research work accomplished to date in the MSc curriculum (approximately 10 double-spaced pages)

2. a thesis proposal outlining the type of the methodological research to be carried out for the PhD degree (approximately 20 double-spaced pages).

Emphasis should be placed on the proposal. At this time, the student will be expected to have identified a PhD supervisor and the thesis proposal will be the result of discussions between the student and the proposed supervisor.

iv) The student will present his/her work and ideas for PhD study orally to the student’s Transfer

Committee. This committee is composed of:

the student’s proposed PhD supervisor

two members of the HRM PhD Admissions Committee, appointed by the Associate Dean of Graduate Studies (Health Sciences) in consultation with the Assistant Dean, HRM one member of the HRM graduate faculty who is a proposed member of the student’s PhD supervisory committee and is a member of the HRM PhD graduate faculty

one member who serves as Chair, usually the Assistant Dean, HRM or a delegate

In the event that the Assistant Dean, HRM is also the proposed supervisor of the student requesting the transfer, the Director should delegate the role on the student’s Transfer Committee to one of the following HRM graduate faculty members: 1) Chair of the PhD Admissions Committee; 2) Chair of the Curriculum Committee; 3) Chair of the Board of Comprehensive Examination Chairs.

The Associate Dean of Graduate Studies (Health Sciences), in consultation with the Assistant Dean, HRM, will appoint the Committee members who are members of the PhD Admissions Committee. Information sufficient to decide whether or not to endorse the transfer must be presented to the Committee by the student. All Committee members have a vote. The student’s presentation will be open to all interested faculty/students in the Program.

v) The student’s Transfer Committee, after questioning of the transfer candidate and following closed

discussion, will decide to recommend one of the following options to the Associate Dean of Graduate Studies (Health Sciences):

a. The candidate be allowed to proceed directly to the PhD program, without completing the MSc degree. (This recommendation will require a unanimous committee vote.)

b. The candidate be allowed to proceed to the PhD program, but only after completing the MSc degree and subject to approval by the Faculty Admissions & Study Committee. (This decision may be made by a majority committee vote and may provide deferred admission to the PhD program.)

c. The candidate be invited to complete the MSc only at this time. (This decision may be made by a majority committee vote.)

In the absence of agreement of the Committee, the candidate will be invited to complete the MSc only at this time.


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6.2 Transfer Report Form The form and description detailing the procedure to be followed are available in the Office of the Associate Dean of Graduate Studies (Health Sciences) (MDCL 2235). They must be requested or picked up by the student before beginning to write a Transfer report.

The Assistant Dean, HRM and the Office of the Associate Dean of Graduate Studies (Health Sciences) must be advised of the intent to transfer and the need for a transfer meeting. The time, date and place of the transfer meeting will be arranged by the Office of the Associate Dean of Graduate Studies (Health Sciences). Once arrangements have been made by the Office of the Associate Dean of Graduate Studies (Health Sciences), the student, the transfer committee and the Assistant Dean, HRM will be notified.

Completed Transfer Report forms and the completed transfer report, corrected as necessary, must be returned to the Associate Dean of Graduate Studies (Health Sciences) (in MDCL 2235) after the examination. 6.3 Deadlines for Transfer

Meetings to decide on a recommendation for transfer from MSc to PhD status may occur any time during the year, but transfers will only become effective on the following dates:

September 1 January 1 May 1

The results of the transfer meeting and a complete copy of the Transfer Report must reach the Office of the Associate Dean of Graduate Studies (Health Sciences) at least two weeks in advance of the dates noted above. 6.4 Advertising of Transfer Meetings

It is proposed that a notice of each transfer meeting be posted as follows:

Bulletin Boards: o HSC 2C7 (HRM Student Room)


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7.0 HRM COURSE TIMETABLE

HRM COURSE TIMETABLE || FALL 2011 (Updated Oct 24, 2011)

(PLEASE NOTE THE TIMETABLE IS SUBJECT TO CHANGE)

COURSE NAME DATE TIME ROOM COURSE COORDINATOR

HRM 700 Philosophy of Science for Health Research NOT OFFERED THIS TERM

HRM 702 Introduction to Biostatistics Thursdays

Sept 8 – Dec 0900 - 1200 MDCL 3024

L. Griffith [email protected]

HRM 711 Health Economics & Evaluation NOT OFFERED THIS TERM

HRM 721 Fundamentals of Health Research & Evaluation Methods Fridays

Sept 9 – Dec 9 0930 - 1215 HSC 4E20

M. Levine [email protected]

HRM 724 eHealth: Fundamentals of eHealth and the Canadian Health Care System

Tuesdays Sept 9 – Dec

1400 - 1700 HSC 1A3 A. McKibbon [email protected]

HRM 730 Introduction to Research Methods for Randomized Controlled Trials

Mondays Sept 12 – Dec 12

1300 - 1600 HSC 1A3 P.J. Devereaux [email protected]

HRM 738 Health Policy Analysis NOT OFFERED THIS TERM

HRM 741 Introduction to Health Technology Assessment Tuesdays

Sept 6 – Dec 6 0930 – 1230 HSC 1J8

D. O’Reilly [email protected]

HRM 750 Practical Bayesian Design and Analysis in Clinical Studies NOT OFFERED THIS TERM

HRM 751 Observational and Analytical Research Methods Mondays

Sep 12 – Dec 12 0900 - 1200 MDCL 3023

A. Mente [email protected]

HRM 759 Survival Analysis in Health Research Wednesdays

Sep 14 – Dec 7 0930 - 1230 HSC 1J8

N. Akhtar-Danesh [email protected]

HRM 774 Introduction to Biostatistics (Online) TBA

Sept - Dec online online

J. Boyko [email protected]

HRM 787 Principles of Health Economics Wednesdays

Sept 7 – Dec 14 0900 - 1200 HSC 2J14

S. Birch [email protected]

HRM 788 Health Economics Sept 14 – Dec 0930 - 1230 KTH 334 J. Hurley [email protected]

HRM 790* Advanced Analysis of Survey Data PREP SESSIONS

Oct 4, 18; Nov 1, 29 0930 - 1200

IAHS 455 & IAHS 358

M. Boyle / K. Georgiades [email protected] [email protected]

*Note: HRM 790 is a half-unit course offered in the Winter 2012 term; however, there are information-preparatory sessions in the Fall 2011 term for those who are interested in registering for the course. Please contact Kristine Bonnell ([email protected]) for more details

HRM COURSE TIMETABLE || WINTER 2012 (Updated Nov 24, 2011)


HRM 711 Health Economics & Evaluation Thursdays Jan 5 – April 5

930 - 1230 DSB 505 R. Goeree [email protected]

HRM 723 Regression Analysis Thursdays Jan 12 – Apr 19

1400 - 1700 MDCL 3022 S. Hanna [email protected]

HRM 727 Theory & Practice of Measurement Fridays Jan 6 – Apr 13

0900 - 1200 MDCL 3022 K. Dore / G. Norman [email protected] [email protected]

HRM 728 Genetic Epidemiology & Statistics Fridays Jan 13 – Apr 20

0900 - 1200 HSC 1J8 S. Anand [email protected]

HRM 729 The Canadian Health Care System in Comparative Perspective NOT OFFERED THIS TERM

HRM 731 Advanced Linear Models for Health Data NOT OFFERED THIS TERM

HRM 733 Statistical and Methodological Issues in Randomized Clinical Trials

Mondays Jan 9 – Apr 23

1330 - 1630 HSC 1A3 J. Hamid [email protected]

HRM 735 Environment and Health – Theory and Policy Jan - Apr 0900 - 1130 TBA J. Eyles [email protected]

HRM 737 Economic Analysis of the Evaluation of Health Services Wednesdays Jan 4 – Apr 16

0915 - 1215 HSC 1J8 A. Gafni [email protected]

HRM 738 Health Policy Analysis NOT OFFERED THIS TERM

HRM 739 Biostatistical Collaboration NOT OFFERED THIS TERM

HRM 742 Ethical Issues in Research Involving Human Subjects Mondays Jan 9 – Apr

0900 - 1200 MDCL 2218 L. Schwartz [email protected]

HRM 743 Systematic Review Methods Mondays Jan – Apr

0900 - 1130 HSC 1A3 G. Guyatt / D. Cook [email protected]

mailto:[email protected]






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[email protected]

HRM 745 Qualitative Research Methods Wednesdays Jan 4 – Apr 18

0930 - 1230 HSC 1A3 P. Baxter [email protected]

HRM 748 Population & Public Health Thursdays Jan 5 – Apr 5

0900-1200 MDCL 3413 M. Oremus / L. Griffith [email protected] [email protected]

HRM 762 Approaches to the Evaluation of Health Services Tuesdays Jan 3 – April

0900 - 1200 HSC 4N55A K. Brazil [email protected]

HRM 772 Introduction to Research Methods for Randomized Controlled Trials (online)

Jan - Apr online Online J. Boyko [email protected]

HRM 773 Systematic Review Methods (online) Jan - Apr online Online J. Boyko [email protected]

HRM 790* Advanced Analysis of Survey Data Tuesdays Jan 10 – Apr 10

0930 - 1200 HSC 1J8 M. Boyle / K. Georgiades [email protected] [email protected]

HRM 791 Topics in Advanced Health Economics Jan - Apr TBA TBA J. Hurley [email protected]

*Note: HRM 790 is a half-unit course offered in the Winter 2011 term; however, there are information-preparatory sessions in the Fall 2010 term for those who are interested in registering for the course. Please contact Kristine Bonnell ([email protected]) for more details

HRM COURSE TIMETABLE || SPRING/SUMMER 2012 (Updated Nov 18, 11)


HRM 721 Fundamentals of Health Research and Evaluation Methods

Tues & Fri July – Aug

0930 - 1215 TBA A. Lytwyn [email protected]

HRM 726 The Science and Practice of Knowledge Translation: Foundations

Mon & Thurs May – June

1300 - 1600 TBA M. Brouwers [email protected]

HRM 740 Advanced Decision Analysis in Health Technology Assessment

Mon & Thurs May – July

0930 - 1230 TBA R. Goeree [email protected]

HRM 750 Practical Bayesian Design and Analysis in Clinical Studies Tues & Fri May - June

0930 - 1230 TBA E. Pullenayegum [email protected]

HRM 758 Qualitative Research Methods for Analysing and Interpreting Data

Tuesdays May – July

1300 - 1600 TBA L. Lohfeld [email protected]

HRM 770 Mixed Methods Research Designs for Health Services and Policy Research

April – June online online S. Jack [email protected]

Legend: MDCL – Michael DeGroote Centre for Learning HSC – Health Sciences Centre

PREREQUISITES:

HRM 700: permission of instructor HRM/C 711: HSM stream of MBA, or permisson of instructor. Antirequisite: HRM 789 HRM 713: HRM 702/774 (or equivalents) or permission of instructor. HRM 714: HRM 702/774 and HRM 723 and HRM 751 or permission of the instructor. HRM 721: Enrolment in HRM, eHealth or PhD in Health Policy programs, or permission of instructor. Antirequisite: HRM 771 HRM 723: HRM 702/774 or permission of instructor HRM 724: 1-day orientation to the Canadian Health Care System for students (non-health background). HRM 726: HRM 721/771 or permission of instructor. HRM 727: HRM 702/774, or equivalent intro stats course, or permission of the instructor HRM 728: HRM 702/774 (or equivalent) HRM 729: None (course is intended for MSc students in the HRM program and other programs) HRM 730: HRM 721/771 Antirequisite: HRM 772 HRM 731: HRM 702/774 or permission of the instructor. HRM 733: HRM 702/774 and HRM 730/772 or permission of instructor. HRM 735/GEOG 736: Permission of instructor. HRM 738: permission of instructor. HRM 739: Registered in PhD HRM with Specialization in Biostatistics, or permission of instructor. HRM 740: HRM 741 and HRM 737 or permission of the instructor

HRM 741: HRM 721/771 or permission of instructor HRM 742: HRM 721/771 HRM 743: Permission of instructor (HRM 721/771, HRM 702/774, and one-page outline of the topic) Antirequisite: HRM 773 HRM/NUR 745: HRM 721/771 or Permission of instructor (HRM students). HRM 748: HRM 721/771, HRM 751, and one half-credit graduate course in statistics HRM 750: HRM 702/774 and HRM 723, or by permission of instructor HRM 751: HRM 721/771 or permission of instructor required HRM/RS/NUR 758: HRM/NUR 745 (or its equivalent) HRM 759: HRM 723 or HRM 731 or by permission of instructor. N.B. HRM 721/771 is recommended HRM 762: HRM 721/771 and HRM 730/772 or HRM 751, permission of the instructor HRM/NUR 770: HRM 721/771 and HRM/NUR 745 (or equivalents) or permission of instructor HRM 771: Permission of Distance Education Coordinator. Antirequisite: HRM 721 HRM 772: Permission of Distance Education Coordinator and HRM 721/771 (or equivalent), Antirequisite: HRM 730 HRM 773: Permission of Distance Education Coordinator, HRM 721/771, HRM 702 and a one-page outline of the topic. Antirequisite: HRM 743 HRM 774: Permission of Distance Education Coordinator, Antirequisite: HRM 702 HRM/ECON 788: Intermediate micro economics or permission of instructor. HRM 790/ECON/GEOG/PSYC/SOC 770: Permission of instructor. HRM 791/ECON 791: Permission of instructor.






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8.0 COURSE DESCRIPTIONS * denotes a half credit course HRM *700: Philosophy of Science for Health Research (CC: Mita Giacomini) This course introduces students to the theoretical and methodological foundations of health research, a field currently characterized by the paradigms of the biomedical, public health, and social sciences. Topics covered in the course include: the logic of scientific inference, theorizing and empiricism in scientific knowledge, ontological and epistemological foundations of common health research methodologies, theories of scientific progress, and the role of values, ideology, and technology in science. Prerequisites: permission of instructor HRM *702: Introduction to Biostatistics (CC: Lauren Griffith) Basic statistical concepts and techniques as they apply to analysis and presentation of data in biostatistical and epidemiology practice. The course covers: graphical presentation of data, elementary probability, descriptive statistics, probability distributions, and introduces hypothesis testing using parametric and non-parametric methods. Specific techniques covered include z-tests, t-tests, ANOVA, contigency tables, regression and correlation. Prerequisites: Not required for HRM students, otherwise, permission of instructor HRM *705: Independent Study in Clinical Epidemiology (CC: Steven Hanna) This course is designed to allow students to either tailor their learning to the specific topics in clinical or health care, health policy and research methodology relevant to their clinical or health care and research interests and do advanced work in this area. The topic studied may be synergistic with the students thesis topic but must not represent a major overlap with it. Under the guidance of a faculty member, the student will critically examine the pertinent literature. Only one of HRM 722 or HRM 705 can be counted towards the minimum course requirements of the HRM program at the MSc and at the PhD levels. A copy of the application form follows at the end of this section. Prerequisites: HRM *721 and one of HRM *730 or HRM *751; enrolment in the HRM Graduate Program. HRM *711: Health Economics & Evaluation SAME AS Business C711 (CC: G Randall) This course examines the application of economic principles to policy-relevant questions in the area of health and health-care. Topics will include applied health economics, economic correlates to health, demand and supply of healthcare and insurance, healthcare system financing, economic evaluation in the pharmaceutical/medical devices industries, costing methodologies, cost-effectiveness and cost-benefit analyses, QALYs, decision analysis, modeling and means by which to improve value-for-money in the the health sector. Prerequisites: HSM stream of MBA, or permission of instructor. Antirequisite: HRM *789 HRM *713: Health Quality Improvement (CC: TBC) This course will expose students to principles of quality improvement (QI). It allows them to gain experience in using QI tools, develop an appreciation of the role that people management and teams play in QI, become proficient in conducting QI studies in the Health Care arena and become familiar with the QI literature applied to Health Care. Students will become familiar with the principal software for statistical QI methods and learn the principles of reduction of variation, robustifying processes and resisting human error. This course is evaluated on a pass/fail basis Prerequisites: HRM *702 (or equivalents) or permission of instructor.


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HRM *714: Methods for the Analysis of Longitudinal Data (CC: TBA)

This course considers the design and content of longitudinal health surveys and national and provincial health databases. It provides students with skills in exploratory analysis of longitudinal data, discusses the use of dynamic/transitional models, examines attrition and selection issues, and considers approaches to the analysis of models for categorical and count data.

Prerequisites: HRM *702 and HRM *723 and HRM *751 or permission of the instructor.

HRM *721: Fundamentals of Health Research & Evaluation Methods (CCs: Alice Lytwyn – Summer & Mitch Levine – Fall) The course will cover the basic concepts in formulating a research question, literature review, study design, selection of study sample, outcome measurement, research ethics and knowledge translation in health research. The course will provide students the opportunity to develop a health research question and determine the appropriate quantitative methodology for a research question that involves human participants or human participant data. Research designs that will be discussed include randomized clinical trials, cohort and case-control designs and the evaluation of diagnostic test properties. Prerequisites: Enrolment in HRM, eHealth or PhD in Health Policy programs, or permission of instructor. HRM *722: Selected Topics in Clinical Epidemiology (CC: Steven Hanna)

This special topics course will present leading edge thinking regarding controversies in health, health care, and population health research. Only one of HRM *705 or HRM *722 can be counted towards the minimum course requirements of the HRM program at the MSc and at the PhD levels. Students taking this course cannot also receive credit for any subsequent regular course offering on the same topic.

Prerequisites: HRM *721 and one of HRM *730 or HRM *751; permission of course instructor.

HRM *723: Regression Analysis (CC: Steve Hanna) This is a second level course in statistical methods, concentrating on regression models of various types. Topics covered include various main techniques of simple and multiple linear regression, and techniques such as use of dummy variables, covariance adjustment, residual analysis and assessment of model fit. A similar agenda is followed for logistic regression, appropriate for binary outcome variables. We also consider some advanced topics and related methods. Prerequisites: HRM *702 or permission of instructor HRM *724: eHealth: Fundamentals of eHealth and the Canadian Health Care System (CC: Ann McKibbon) This tutorial-based course will cover a broad range of eHealth topics from the perspective of health care delivery. Topics include a definition of eHealth; health care data; hospital and primary care information systems (i.e. electronic health records [EHR] systems); specialty components of an EHR system; how health professionals use data; human/cognitive factors in development and implementation of eHealth applications; standards, vocabulary and nomenclatures and how used; aggregation of health information; patient information systems and consumer eHealth; research and evaluation of eHealth applications and using eHealth applications; implementation issues and privacy, security, and confidentiality; and the future of eHealth. Prerequisites: 1-day orientation to the Canadian Health Care System for students (non-health background).


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HRM *726: The Science and Practice of Knowledge Translation: Foundations (CC: Melissa Brouwers)

This is an overview course aimed to introduce graduate students to the science and practice of knowledge translation and exchange (KT). This course will be of interest to graduate students who wish to pursue an academic career in the field of KT, students whose primary research is in another domain but wish to strengthen their KT-related skills, and students who are interested in doing KT as part of their professional activities. This course is part of the Health Services Research field of the HRM graduate program.

Prerequisites: HRM *721/*771 or permission of instructor HRM *727: Theory & Practice of Measurement (CC: Kelly Dore) Principles of subjective assessment in topic areas ranging from educational evaluation to patient-based measurement of health attitudes or health status. Discussion includes: principles and methods of constructing rating scales and approaches to assessing the measurement properties of such scales. Special emphasis on assesment of reliability and validity -- various forms of reliability (test-re-test, interobserver, split-halves), distinction between reliability and agreement, and indirect methods to assess validity of an instrument in the absence of a "gold standard". Advanced topics in generalizability theory will be introduced. Format is that of lecture, plus small group discussion. Prerequisites: HRM *702, or equivalent intro stats course, or permission of the instructor HRM *728: Genetic Epidemiology & Statistics (CC: Sonia Anand) Genetic epidemiology overlaps with molecular epidemiology. It is the epidemiological evaluation of the role of inherited causes of disease in families and in populations; it aims to detect the inheritance pattern of a particular disease, localize the gene, and find a marker associated with disease susceptibility. Gene-gene and gene-environment interactions are also studied in genetic epidemiology of a disease. Genetic epidemiology is “a science which deals with the etiology, distribution, and control of disease in groups of relatives and with inherited causes of disease in populations” (Morton NE, 1982). Prerequisites: HRM *702 (or equivalent) HRM *729: The Canadian Health Care System in Comparative Perspective (CC: TBA) This course provides an overview of the Canadian health care system by examining its origins, institutional structures (i.e., governance, financing and service delivery), key elements (e.g., allopathic, physician and hospital centre), and reform challenges. Our analysis of the Canadian system is comparative, drawing on relevant evidence about the US, UK and Australian health systems. The course has two parts. In the first half, we review the evolution and structure of the Canadian, US, UK and Australian health systems. The second half of the course reviews a series of key health reform challenges in Canada from a comparative perspective: reform in the financing of health care, reform in the delivery of primary care, reform in the delivery of home and aged care, and reform in the coverage of pharmaceuticals. Prerequisites: None (course is intended for MSc students in the HRM program and other programs)

HRM *730: Introduction to Research Methods for Randomized Controlled Trials (CC: PJ Devereaux) This course will introduce students to the main elements of clinical trial design, execution and analysis. At the end of this course, students should have a firm grasp of clinical trial methodology at a level that would allow them to prepare successful grant applications. Prerequisites: HRM *721 (or equivalent)


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HRM *731: Advanced Linear Models for Health Data (CC: TBA)

The course focuses on some advanced statistical techniques for the analysis of health studies that have continuous outcomes. Although these techniques are useful for many kinds of research, students interested in observational, repeated-measures, and longitudinal studies will find them especially helpful. The goal of the course is to give students the tools to develop multivariable linear models of health outcomes. The curriculum is divided into 3 modules: (1) fundamental topics in linear regression, (2) multilevel models and growth curve analysis for clustered and longitudinal data and (3) structural equation modeling with latent variables. We take a conceptual, rather than mathematical, approach using a combination of lectures with problem-based discussion. Assignments emphasize computer analysis and interpretation of real data.

Prerequisites: HRM *702 or permission of the instructor.

HRM *733: Statistical and Methodological Issues in Randomized Clinical Trials (CC: Jemila Hamid) This course will consider important statistical issues relating to the design, analysis and interpretation of randomized clinical trials. Specific topics will include issues in sample size determination, large simple trials, factorial designs, cluster randomization, cross-over trials, missing data in RCTs, meta-analysis, non-inferiority trials, subgroup analysis, composite outcomes in RCTs, stopping rules, cost-effectiveness analysis, statistical analysis of cost-effectiveness data, and repeated measures in RCTs. Prerequisites: HRM *702 and HRM *730 or permission of instructor. HRM *735: Environment and Health – Theory and Policy SAME AS GEOG *736 (CC: John Eyles) Models and methods for research and policy on environment and human health relationships. Prerequisites: Permission of instructor. HRM *737: Economic Analyis of the Evaluation of Health Services (CC: Amiram Gafni) This course is a practical "How To" course in techniques for economic evaluation of health care programmes. The methodology of cost-benefit analysis, cost-effectiveness analysis, cost-minimization analysis and health status index models is examined in detail and several applications of each are reviewed during the first half of the course. During the second half of the course, each student is expected to complete an economic evaluation of a specific health care programme or intervention. Prerequisites: None. HRM *738: Health Policy Analysis (CC: Julia Abelson) This course introduces students to the interdisciplinary field of health policy analysis, providing the concepts and tools needed to be able to critically appraise and conduct policy analyses at a variety of policy levels (e.g., clinical, administrative/managerial or public policy). Students learn how to analyze the relative roles played by different actors in the health system and explore the independent and combined influence of three major determinants of health policy: ideas, interests and institutional structures. Each week a different analytic concept is presented, discussed and applied to a particular problem or case study. Prerequisites: permission of instructor.


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HRM *739: Biostatistical Collaboration (CC: Lehana Thabane)

This course provides an overview of the strategies needed for effective biostatistical collaboration with clinical investigators. Topics covered include: strategies of eliciting information required to assist with study design from clinical collaborators; ways to translate the research questions into statistical questions; strategies to facilitate provision of statistical support on design, sampling and analytic plans; approaches of communicating the sampling plan, experimental design, statistical analysis to collaborators; methods to facilitate provision of support on statistical programming; strategies to facilitate provision of help with write-up of methods and reporting of results of studies.

Prerequisites: Registered in PhD HRM with Specialization in Biostatistics, or permission of instructor.

HRM *740: Advanced Decision Analysis in Health Technology Assessment (CC: Ron Goeree) This is an advanced course in methods for Health Technology Assessment (HTA). It is a combined theoretical and practical ‘hands-on’ course that teaches students the essential components of contemporary HTA. Students will be exposed to national and international HTA agencies and government decision making bodies, and their HTA guidelines and requirements. The course covers areas of systematic literature reviews, economic evaluation, analyses of uncertainty, value of information analyses, Bayesian decision analyses, quality assurance in economic appraisal, budget impact analysis, and knowledge translation. There is a heavy emphasis in this course on ‘hands-on’ learning-by-doing with computer application of ‘real world’ practical examples to cement student learning. Prerequisites: HRM *741 and HRM 7*37 HRM *741: Introduction to Health Technology Assessment (CC: Daria O’Reilly) Health Technology Assessment (HTA) has the tremendous potential to transform the delivery of health care services, and improve health outcomes and quality of life. Decisions about whether to purchase and use new health technologies should be based on high-quality evidence of its impact on health outcomes, the health care system, and cost-effectiveness. Payers of health care face the challenge of aligning decision making with the best available evidence. Upon completion of this course, students will be equipped with the skills to evaluate the quality of an HTA, to critically appraise it to make a judgment about a study’s methods, results and conclusions. Additionally, students will be become adept in conducting HTAs and be mindful of the barriers to, and facilitators of, evidence-based decision making in the real world. Prerequisites: HRM *721 or permission from the instructor HRM *742: Ethical Issues in Research Involving Human Subjects (CC: Lisa Schwartz) This course is designed to prepare students to think creatively and proactively about ethical and legal issues in the design, conduct, analysis, and dissemination of research. Topics are divided into two categories: 1. ethical treatment of research participants and; 2. research integrity. Sessions will involve case discussion and critical analysis of ethical issues and the relevant principles, guidelines and laws. Exercises will coach students through mock-submission to a Research Ethics Board and provide insight of how REBs function. Prerequisites: HRM *721


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HRM *743: Systematic Review Methods (CCs: Gordon Guyatt & Deborah Cook) This course about research synthesis focuses on comparisons between alternative interventions. Rigorous review methods will be highlighted, such as searching for potentially relevant articles, selecting primary articles using explicit, reproducible criteria, appraisal of study architechture, quantitative data synthesis and interpretation. Old and new concepts and controversies in review methods will be highlighted. The work of the Cochrane Collaboration and in particular the Cochrane handbook, forms the underpinning of much of the material.

Among the concerns expressed in the past by students taking 743 were the following: - the course, which focuses on systematic reviews of therapy including quantitative pooled estimates, did not meet their particular needs (if they were doing some sort of other review, and the course moved too fast, and they fell behind in their review To remedy these issues, we now insist that students decide on the topic of their review at the time of registration and submit a one page outline. A course co-ordinator will review this outline and provide feedback to the student. Students may, on discussion, decide that the course is not well suited to their topic and they may decide not to participate (this has already happened). In addition, we require specification of a partner for the review. This can be anyone inside or outside the course, with sufficient interest and background. This person must be ready to undertake duplicate assessment of eligibility and validity. Given past feedback, you are unlikely to get what you are hoping for from the course without an appropriate topic and without being ready hit the ground running when the course starts. The requirements are designed to ensure you have the optimal experience in the course.

Prerequisites: Permission of instructor (HRM *721, HRM *702 and one-page outline of the topic). HRM *745: Qualitative Research Methods SAME AS NUR *745 (CC: Pam Baxter) This course introduces learners to theoretical traditions and corresponding methods of qualitative research using health and health care research as examples. Specific topics covered include: key paradigms underlying qualitative research, types of research questions best answered by qualitative methods, The role of theory in qualitative research, sampling objectives and procedures, methods of data collection, methods of analysis and interpretation, and ethical issues and responsibilities of qualitative researchers. Criteria for evaluating qualitative research will be discussed and applied to specific research studies. Learners will gain "hands on" experience using qualitative methods through in-class and take-home exercises. Prerequisites: HRM *721 or Permission of instructor (HRM students). HRM *747: Survey Research Methods (CC: TBA) This course focuses on practical issues related to the design, development, conduct, management, and analysis of surveys as well as methods for disseminating research findings. Students will apply the knowledge gained in this course to the construction of a survey questionnaire and the preparation of a survey research proposal. The course will cover in detail a variety of survey methods including mailed surveys, telephone surveys, face-to-face surveys, and internet surveys as well as issues related to questionnaire design, sampling, bias, pilot testing, survey implementation, data collection, data management, data analysis, and ethics. This course should interest students who plan to use survey methods in their thesis and/or want to increase their competency in critically evaluating survey research. Prerequisites: HRM *721. HRM *748: Population & Public Health (CC: Parminder Raina) This course provides an overview of core concepts and methods in population and public health. We will discuss the concept of population health and explore the methods used to define, measure, and investigate health outcome and health determinants at a population level. The applications of this approach to public health will be discussed. Prerequisites: HRM* 721, HRM *751 and one half-credit graduate course in statistics


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HRM *750: Practical Bayesian Design and Analysis in Clinical Studies (CC: Eleanor Pullenayegum) The intention of the course is both to introduce students to Bayesian ideas and to equip them to design, analyse and interpret clinical studies from a Bayesian perspective. Instruction will consist of both seminars and computer labs using WinBUGS. WinBUGS is not “point-and-click” software, so students will need to write short sections of code. Examples will be provided, and an instructor will be present in the lab sessions to provide advice. Prerequisites: HRM *702, HRM *723, or by permission of instructor HRM *751: Observational and Analytical Research Methods (CC: Andrew Mente) The course is designed to introduce students to the basic concepts and methods used in observational (non-experimental) studies to conduct needs assessments (e.g., prevalence of disease or order), to understand the determinants of health (e.g., association between independent/exposure variables and dependent/outcome variables in analytic research) and to emphasize concepts that are essential to the conduct of epidemiologic studies including internal and external validity, random variability, bias, effect modification, causality, and generalisibility. The topics will focus on three broad areas: i) the formulation of research questions and use of theory to explicate the relationships among key variables; ii) study design options, sampling, measurement and analysis, and iii) the control of error. Prerequisites: HRM *721 or permission of instructor required HRM *758: Qualitative Research Methods for Analysing and Interpreting Data SAME AS RS/NUR 758 (CC: TBC) This intermediate-level course builds on prior knowledge about qualitative research approaches and their philosophical basis. The emphasis in this course will be on how the approaches affect data analysis and interpretation, as well as presenting findings in written and oral formats. The course is based on active involvement of learners through student-directed discussions and hands-on experiences, guidance and facilitation by graduate faculty with expertise in qualitative research, and interdisciplinary collaboration with faculty and classmates. Prerequisites: HRM/NUR *745 (or its equivalent) HRM *759: Survival Analysis in Health Research (CC: Noori Akhtar-Danesh) This course will cover the main statistical issues in survival analysis. Specific topics of the course are Kaplan-Meier curves, log-rank test, Cox Proportional Hazard Model, Stratified and Extended Cox Model, Parametric Survival Models, Recurrent Events, Competing Risks, Relative Survival Analysis, and Model Evaluation. Depending on time and the students’ progress and interests, new advancements in survival analysis will be discussed. Prerequisites: HRM *723 or HRM *731 or by permission of instructor. N.B. HRM 721 is recommended

HRM *762: Approaches to the Evaluation of Health Services (CC: Kevin Brazil) This course will introduce students to the major concepts and methods involved in program evaluation and examine different methodologists’ approaches to evaluation. A framework for thinking about evaluation theory will be developed that allows students to explore how different theorists attempt to tackle fundamental problems in the field. A wide range of quantitative and qualitative design options will be discussed. The course will provide students with knowledge of the current controversies and major challenges facing this field. Prerequisites: HRM *721 and HRM *730 or HRM *751, permission of the instructor


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HRM *770: Mixed Methods Research Designs for Health Services and Policy Research SAME AS NUR *770 (CC: Susan Jack) This course introduces students to the major concepts and issues involved in mixed methods approaches to tackle important questions in the field of health services and policy. LearnLink is used as the mode of instruction as well as two classroom sessions at McMaster. A framework for thinking about mixed methods will be developed that provides guidance to decision-making about when and how to use mixed methods and models to study health services and policy problems. The course will provide students with knowledge of the current controversies and major challenges in the use of mixed methods and models of research. Students are expected to design a mixed method study as part of the course and critically evaluate the design options chosen by a classmate. Prerequisites: HRM *721, HRM/NUR *745 (or equivalents) or permission of instructor HRM *771: Fundamentals of Health Research & Evaluation Methods (Online) (CC: Jennifer Boyko) The online course will cover the basic concepts in formulating a research question, literature review, study design, selection of study sample, outcome measurement, research ethics and knowledge translation. The course will provide students the opportunity to develop a research question and determine the appropriate research method for a research proposal. Research designs that will be discussed include randomized clinical trials, cohort and case-control designs and the evaluation of diagnostic test properties. Prerequisites: Permission of Distance Education Coordinator. Antirequisite: HRM *721 HRM *772: Introduction to Research Methods for Randomized Controlled Trials (Online) (CC: Jennifer Boyko) This online course introduces students to the main elements of clinical trial design, execution and analysis. It gives students a firm grasp of clinical trial methodology at a level that allows them to prepare successful grant applications. Prerequisites: Permission of Distance Education Coordinator and HRM *721/*771 (or equivalent) Antirequisite: HRM *730 HRM *773: Systematic Review Methods (Online) (CC: Jennifer Boyko) This online course about research synthesis focuses on comparisons between alternative interventions. Interactive learning modules, required readings, discussion boards, tutorials, and assignments will be used to highlight rigorous review methods, such as searching for potentially relevant articles, selecting primary articles using explicit, reproducible criteria, appraisal of study architecture, quantitative data synthesis and interpretation. Students enrolling in the course must first identify a suitable research question and identify a partner for their review. The course is structured around the steps of executing a systematic review and students are expected to apply the knowledge they gain on an ongoing basis to complete their review by the end of the course. Prerequisites: Permission of Distance Education Coordinator, HRM *721/*771, HRM *702 and a one-page outline of the topic.

The 1-page outline must include a paragraph on the background and rationale for the topic and clearly identify a research question, in the PICO format, suitable for a systematic review. The course coordinator will review this outline and provide feedback to the student. In addition, interested students in the course must also identify a partner for the review. This can be anyone inside or outside the course, with sufficient interest and background. This person must be ready to undertake duplicate assessment of eligibility and validity.

Antirequisite: HRM *743


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HRM *774: Introduction to Biostatistics (Online) (CC: Steve Hanna) This online course utilizes interactive online presentations, readings, discussion boards, tutorials, quizzes and assignments to introduce students to the basic statistical concepts and techniques as they apply to analysis and presentation of data encountered in biostatistical and epidemiology practice. The course covers: graphical presentation of data, elementary probability, descriptive statistics, probability distributions, and introduces hypothesis testing using parametric and non-parametric methods. Prerequisites: Permission of Distance Education Coordinator. Antirequisite: HRM *702 HRM *787: Principles of Health Economics (CC: Stephen Birch) This is a problem-oriented course with an introduction to economic concepts and evidence related to health and health care. Current health policy issues and controversies are analyzed using an economic framework and basic economic theory. Special emphasis on population health issues, the role of the health care system in affecting health, and the influence of various participants (health care providers, patients, government) on health care utilization and population health status. No prior economics background is necessary. Prerequisites: None. HRM *788: Health Economics (CC: Jerry Hurley)

This is a basic graduate survey course on the economics of health and health care. Topics include the organization, financing and utilization of health care services. Both theory and evidence relating to patterns of consumer and provider behaviour are examined, as are the functioning and regulation of “markets” for health services. Major public policy issues in the provision of health care in Canada are identified and the economic aspects of such issues are considered in detail.

Prerequisites: Intermediate micro economics or permission of instructor.

HRM 790: Advanced Analysis of Survey Data SAME AS ECON/GEOG/PSYC/SOC 770 (CC: Michael Boyle & Kathy Georgiades) The course is divided into two parts. The objective of Part 1 is to have students identify a suitable data set (research study) and develop a proposal describing their secondary analysis project. Students will be helped to develop their 1-2 page proposals which will include: the research question, a brief outline of its relevance and importance; identification of the appropriate data set(s); a brief statement about analytical approach to be used; and the identification of 3-4 key references. The instructors have access to several data sets that can be used for this course. This part will occur between October and December. There will be two class sessions – one in October and the other in November and the opportunity for two individual sessions. The objective of Part 2 is to complete the research paper (review of the literature, analysis of data, write-up and revision of the report) with the purpose of submitting the paper for review to a peer-reviewed journal. This part will occur between Jan-May and include 10 class sessions. Prerequisites: Permission of instructor. Note: This course is a full-year course (September – April). HRM *791: Topics in Advanced Health Economics SAME AS ECON 791 (CC: TBA) This course emphasizes economic modeling and testing theories of the behaviour of individuals and organizations in the health care system and its sub-systems (e.g. health insurance, health care); the methods and application of economic evaluation of health services, including health and biomedical research; and the analysis of alternative institutional arrangements as a response to market failure. The specific topics addressed in the course may vary from year to year. A term paper by the student is required. Prerequisites: Permission of instructor.


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9.0 INDEPENDENT STUDY 9.1 Independent Study Information The form and instructions will be included in the Student Orientation Manual for information purposes and to educate the students about the requirements. However, the use of email to facilitate the process is expected. The initial form is available on the website.

The student and the proposed instructor develop the outline via email after face-to-face meetings (if necessary).

Send electronic (email) version to Kristine Bonnell, the HRM Administrative Assistant ([email protected]).

The outline is circulated via email by Kristine to the HRM Curriculum Committee for approval.

Hand in the signed paper version of the application to Kristine in HSC 2C. 9.2 Application Form The application form is appended in Section 20.0 – Forms and is available to download from the HRM website at: http://www.fhs.mcmaster.ca/hrm/info_resources.html. 10.0 RESEARCH INTERNSHIP

The research internship allows students to develop skills needed to be a successful researcher. 10.1 Selection of Research Team Each student should become affiliated with a research group or team in which HRM faculty participate during their time in the program. They will learn practical skills in research project management including skills in project development, selection of measures and measures development, data gathering, analysis and reporting that complement their formal course work. The student will ordinarily be assigned to a research team to which their faculty advisor belongs. If the student and faculty advisor prefer that the student join another team, the Assistant Dean, HRM will assist the student in identifying a suitable placement. At least one member of the research team must be a member of the Graduate Faculty in the HRM Program who is willing to supervise the research internship. 10.2 Requirements for Successful Completion To successfully complete the research internship requirement, students must present a dossier that documents that they have developed skills in at least three areas of the five skill areas listed below by working with HRM faculty members and their research teams. We strongly encourage students to take the opportunity to develop as many skills as possible. The dossier submitted should describe the activities undertaken to develop each skill, an indication of the time spent in developing a given skill, and examples of the work done, where appropriate. The faculty member who supervised the activity must sign the dossier. At least one hundred hours must be devoted to developing these skills during the program at a minimum. We expect that most students will spend more time with a research group and gain considerable skills as a researcher from this hands-on experience. The research internship requirement must be met in order to graduate unless the student has requested and received an exemption.

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1 Part-time students who are working in a research setting may request permission from the Program to take another course in lieu of this

internship requirement. For such a request, the student must have the agreement of their faculty advisor and provide evidence that their work setting provides experiences comparable to the internship. Please have your employer send a letter to the Assistant Dean, HRM Program describing the research setting and the opportunities you have to participate in activities such as those provided by the internship. Students exempted from the research internship are expected to take an extra half course.

http://www.fhs.mcmaster.ca/grad/hrm/info_resources.html


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At least three of the following skills must be developed during the research internship experience. Under each skill, examples of the types of activities that provide opportunities for skill development are given.

Proposal or Project Development o For example:

Participate in developing the study question or the question for a sub-study Contribute to developing study rationale by searching and summarizing the relevant

literature Participate in study design decisions (determining study population, sampling

strategy etc.) by collecting information and/or perform calculations relevant to making study design decisions

Prepare a submission to Ethics Review Board regarding a grant proposal Develop a study budget Write a grant proposal or sections of it

Appropriate Selection or Development of Measurement Tools o For example, sort through and weigh issues related to feasibility, reliability and validity to

decide what tools should be used; develop and test the adequacy of a data extraction method.

Data Gathering o For example, develop a data collection strategy; implement a data collection strategy;

conduct Interviews; monitor data return and its quality; search for and screen articles; extract information for systematic review.

Data Analysis (and computing) Skills o Use common computing package(s) to enter, check, analyse and/or summarize data –

quantitative data or qualitative data.

Communication of Research Findings o Develop one of the following or have a substantial role in its development: presentation,

poster, newsletter, manuscript, abstract, workshop, etc.

In addition, all students are expected to develop skills in project management as part of the internship. They will observe and participate in study decisions by their involvement in such activities as: on-going attendance at team meetings, managing small sub-study, on-going attendance at meetings of investigators or sub-committees and/or meetings with community partners, etc.

This dossier prepared by the student at the end of the experience will be discussed with the research internship supervisor before it is submitted. Both student and supervisor write a brief evaluative statement about how well the learning objectives were met. The student should append relevant materials documenting the major activities during the internship. A pass/fail grade is assigned by the Internship Supervisor. Failure may occur if the student fails to spend at least 100 hours on the activities during the internship or does not meet the objectives of the internship, even if the minimum requirement of 100 hours is met. Failure of a component of this requirement does not lead to a recommendation for withdrawal. Rather successful completion of the requirement is needed for graduation. Forms documenting that the internship requirement has been met are kept with the student’s file. 10.3 Monitoring this Requirement The student and a HRM graduate faculty member of the research team designated to supervise the research internship will complete a form indicating the name of the supervisor, the start date of the student’s involvement and the proposed activities. At the end of the research internship, a dossier is prepared and submitted along with evaluative statements from the supervisor and the student.


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10.4 Changing Research Teams Although students will normally spend the entire research internship with the same research team/supervisor, a student, if not comfortable with the learning experience offered by an internship, may make a request to the Assistant Dean, HRM to switch research teams/supervisors once only. If a change of supervisor is requested, the student will be required to complete a new form, available in the Office of the Associate Dean of Graduate Studies (Health Sciences) in MDCL 2235, indicating the supervisor, start date and proposed activities. Changing teams will often mean that the student needs to begin the experience again, unless substantial work was done with the first team. 10.5 Research Internship: Initial Plan The Research Internship: Initial Plan form is appended in Section 20.0 – Forms and is available to download at: http://www.fhs.mcmaster.ca/hrm/info_resources.html. 10.6 Research Internship: Final Report The Research Internship: Final Report form is appended in Section 20.0 – Forms and is available to download at: http://www.fhs.mcmaster.ca/hrm/info_resources.html. All forms must be complete and submitted to HRM Program Assistant in MDCL 2235. 11.0 SCHOLARLY PAPER 11.1 Guidelines: How to Complete the Scholarly Paper Who is Eligible?

Students completing the course-based HRM master’s degree need to complete the Scholarly Paper as part of their degree requirements. Purpose

The purpose of the Scholarly Paper is to demonstrate integration of learning across the courses that a

student has taken in the HRM Program. Your paper should reflect your understanding of: i) Methodological issues and biostatistical concepts ii) Your ability to independently apply them and discuss them in a concise, critical and coherent manner The paper should not involve the collection or analysis of primary data, the conduct of research with

subjects or design of a research protocol. It is a scholarly essay, not a thesis. Format and Grading

The paper must be 15 to 20 pages, excluding references and appendices, double-spaced using 12 point type and one inch margins. It will be judged on a pass/fail basis. There is no reason that your paper cannot be used for another purpose afterwards (e.g., publication of a paper on the topic or integrated into the introduction of a new research grant that you plan to write). Examples

Review a small area of research (e.g., treatment studies with children who have a specific, rare health problem), write a critique of the methods used and suggest what needs to be done to develop better information in this area

Compare and contrast the methods involved in several papers that have disparate findings about the same topic of interest to you. Discuss the differences and similarities in methods and their likely impact on the findings. Briefly describe the kind(s) of research that would need to be done to resolve the current controversy.




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Discuss such methodological issues as confounding or blinding and how they can best be managed in the research area in which you are interested (e.g., the issues related to blinding in the evaluation of particular surgical interventions).

Discuss a current methodological controversy(ies) in your particular field of interest, the origins and the views of leading proponents of each side of the controversy, drawing your own conclusions.

Timing The final scholarly paper may be written during the term that you are completing your last course, if you are only taking one course that term. Otherwise, the paper is usually written after you complete all course work.

11.2 Steps for Completing this Requirement

1. Notify Kristine Bonnell ([email protected]) that you are interested in beginning the approval process for a Scholarly Paper topic.

She will send you an electronic copy of the Scholarly Paper Topic Approval Form.

2. Complete the Scholarly Paper Topic Approval Form and email it back to Kristine Bonnell.

An electronic copy of the Scholarly Paper Topic Approval Form will then be circulated to the members of the HRM Curriculum Committee. The Committee will approve the topic within seven to ten days* after submitting the approval form.

*Please note during the summer months this process can take longer due to vacations and the unavailability of

faculty. Please note that the HRM Program Office is doing our best to ensure that each submission is processed in a timely manner.

3. Acknowledge the due date of your paper.

Once the Curriculum Committee approves your topic, you will be informed and the due date will be set. You have four weeks to write the paper following notification that it is approved.

The final paper is normally read by the student’s advisor and one other HRM graduate faculty member, who is determined by the HRM Curriculum Committee. If the topic is very different from the advisor’s interests, another faculty member may be chosen as a reader. Both readers are also asked to provide feedback to the student by the specified due date.

4. Submit your completed paper four weeks after the Curriculum Committee has approved topic.

On the day your scholarly paper is due, submit an electronic version via email to Kristine Bonnell ([email protected]).

Once the final scholarly paper is handed in, it is sent electronically by Kristine to your two readers.

5. Get feedback from your two readers.

Feedback to the student about whether he/she passed or failed will usually occur within one week of receipt of the paper. If the paper is deemed unsatisfactory, one rewrite will be allowed within a two-week period, after formal written notification to the student from the Chair of the HRM Curriculum Committee. A pass/fail decision on the rewrite will be made and feedback given within one week.

6. Complete the School of Graduate Studies paperwork.

Once a student passes the final scholarly paper requirement, the Notification of Completion of HRM MSc Requirements Course-based Option form must be completed to permit graduation. This form is


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available from the HRM website at http://www.fhs.mcmaster.ca/hrm/info_resources.html. The completed form is submitted to Lorraine Carroll in the Office of the Associate Dean of Graduate Studies (Health Sciences) MDCL 2235.

7. Other Guidelines:

The scholarly paper, like final papers for courses, is to be written solely by the student. Make sure that you references are made appropriately and avoid any suggestion of plagiarism. Please read McMaster’s policy on plagiarism on the university website: http://www.mcmaster.ca/academicintegrity/students/typeofad/plagiarism/

The advisor should not read the paper before it is submitted or be involved in helping the student

write it. He/She may suggest key references.

Readers of the paper may provide the student with additional feedback at their discretion. This feedback is sent by the reader via the HRM Administrative Assistant to the student. It is a courtesy in that we know some students hope to use the paper for another purpose (e.g., publication or as the introductory part of a grant application.)

11.3 Special Permission

If you wish to deviate from the above time-lines you will need to have special permission from the Assistant Dean, HRM.

The usual time-line is as follows: Once your scholarly paper proposal is approved you can expect to be

finished 7 to 8 weeks later including writing time (4 weeks) and review and approval (2 to 3 weeks, if no major rewrite is required).

Facilitated time-lines of 4 weeks from approval of topic to approval of final paper are possible, if agreed

to in advance by all parties. Students hoping to make ‘last-chance’ timelines for graduation with the School of Graduate Studies

(SGS) must submit their paper at least 5 weeks before the SGS ‘last-chance’ deadline. No facilitated time-lines will be accommodated without prior discussion.

11.4 Scholarly Paper Topic Approval Form The application form is appended in Section 20.0 – Forms and is available to download from the HRM web site at: http://www.fhs.mcmaster.ca/hrm/info_resources.html


http://www.mcmaster.ca/academicintegrity/students/typeofad/plagiarism/



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12.0 MSc THESIS 12.1 Ethics Proposal

Each student would be expected to include in their graduate thesis a section (of varying length according to the research) addressing the ethical considerations associated with their project including ethical concerns about the hypothesis, question and findings, as well as the ethical issues related to the proposed methodologies.

It could be assumed that any faculty member with suitable expertise to supervise a student in a given topic would also be capable of providing guidance and support regarding the ethical considerations of the methodologies and subject area selected by the student. Where the supervisor feels added support would be needed this could be provided by a suitable alternative without needing to be part of the supervisory committee in a formal way. Please direct any questions to Dr. Lisa Schwartz, Arnold L. Johnson Chair in Health Care Ethics and Associate Professor, Department of Clinical Epidemiology and Biostatistics ([email protected]). 12.2 Guidelines Rationale

The School of Graduate Studies of McMaster University provides a number of options for the completion of requirements for a Master’s degree. One option requires the writing of a thesis. The thesis offers students the opportunity to undertake a major piece of investigation on a topic of their own choosing, and thus constitutes, for many students, their first piece of independent professional work. It is a useful training experience for people who plan research careers and may help them launch their career. Areas for Acceptable Thesis Topics The Master’s degree must provide a demonstration of competence on the part of the student as an independent investigator. Students are required to explore a topic in considerable depth, to write up the findings, to present the findings to the Program, and to defend these findings in a public forum. To accomplish these goals, students may choose to design or execute a survey or trial of some clinical or policy manoeuvre; they may undertake the definition and measurement of a phenomenon pertinent to clinical epidemiology, population health, or health services and policy research, health education research or health economics. Or they may engage in the evaluation or analysis of a therapeutic or diagnostic procedure, or of a health policy. The thesis will be a coherent document that provides a complete and systematic account of the research accomplished or designed by the writer. While a master’s degree may advance our understanding, this is not a necessary condition that a master’s thesis must meet. If a design type thesis is undertaken, the question must be specific and researchable. The standards used to evaluate a design thesis are those of a typical grant review committee. The design should be feasible to execute and potentially fundable. Research protocols developed for HRM courses may not be used for a design thesis. The Selection of a Thesis Topic and Thesis Committee A student selects a topic of her/his own choice along with their thesis supervisor, who helps the student select the remaining members of the supervisory committee. Students who receive stipends from a faculty research grant are expected to develop a thesis topic that relates to the supervisor’s research If the student is not financially supported by a stipend from their supervisor, the student's faculty advisor may or may not be the thesis supervisor. But, the faculty advisor should discuss and offer suggestions about the appropriateness of not only the thesis supervisor but also of the other committee members. The supervisor typically has competence and interest in the area chosen. After the proposed supervisor has been approached and agreed to take on a student and her/his thesis, the student should discuss the make-up of the remainder of the committee with her/his supervisor.


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A thesis committee is composed of a supervisor, at least two other HRM faculty members (internal committee members), and an external reviewer. Occasionally a third internal reader may be added to the committee. The committee should be balanced in terms of background or expertise and include obvious content experts from the Program. The program must seek approval of the external reader from the School of Graduate Studies. The name and position of the proposed external reader (usually an expert in the field) should be sent to the Assistant Dean, HRM along with their qualifications to act as an external reader. External reviewers may be involved throughout the development of the thesis or only at the end of the process, to review the final written document after the internal committee has approved it for defense. Important Note! Background in courses must be appropriate to the thesis; i.e., controlled trials probably should have completed HRM *730 and *733, development or application of a scale should have completed HRM *727, and so on. Thesis Proposal Approval Process Once a student has found a thesis supervisor, usually the idea for the thesis proposal has already been discussed and accepted in principle. The student drafts the proposal and may choose to give it to her/his thesis supervisor initially for comments before distributing it to the remainder of the committee. Alternately, the student may choose to distribute it to all internal supervisory committee members at the same time. Please note that the external member of the committee is not involved in approving the proposal. After the final draft of the proposal is ready, the student distributes it to her/his committee members and one other faculty member from HRM, who on behalf of the program is responsible for raising any issues that may have been overlooked. (This person represents the program and does not serve on the supervisory committee.) The thesis supervisor is responsible for setting up a meeting which must be attended by the student, thesis supervisor, internal HRM faculty readers, and the additional HRM faculty member. The meeting should be held within one month of distribution of the final draft. The meeting itself is actually a mini-defense of the thesis proposal: each committee member is aware of exactly what the other members of the committee expect of the student, and have the opportunity to become involved in the whole process at the onset. Questions or contentious issues can be answered and sorted out to everyone's satisfaction. Also, it is a time that the committee negotiates how it will work together and assist the student during the development of the thesis. When the proposal has been accepted by the committee, the student and her/his committee members, plus the internal HRM reviewer, sign the proposal. A word to the wise - get the signatures while all parties are in the room together. The student must also sign a statement indicating that the thesis does not present a significant overlap with other papers written for any HRM courses. The thesis proposal is now ready for submission to the HRM faculty for final approval. NOTE: THE STUDENT IS RESPONSIBLE FOR PROVIDING A COPY OF THE PROPOSAL ELECTRONICALLY TO THE HRM CURRICULUM COORDINATOR FOR DISTRIBUTION TO THE HRM FACULTY. The proposal will be circulated to faculty members in HRM via electronic mail. This gives all faculty members the opportunity to comment or question anything in the proposal. If this occurs, the faculty member approaches the thesis supervisor directly for clarification. Unless objections are raised that indicate the proposal needs to be revised and resubmitted, two weeks after distribution, the thesis proposal is deemed acceptable by the HRM Program. If the student subsequently does what is proposed, the effect of the faculty approval is that the faculty will raise no objection as to the legitimacy of the topic as a thesis subject.


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Thesis Proposal Instructions The proposal should be limited to two pages and should include the following:

a. A title

b. A one-sentence statement of the question to be posed in your thesis

c. The type of thesis - design or analysis design, and interpretation of data

d. The most important part of this submission should list and briefly describe the methodological or analytic problems which you think you may encounter and will have to solve in the execution of your thesis

e. A statement of why you have selected this topic

f. A brief statement of the implications of this work to the understanding of health and health care

g. List your thesis committee members including the external reviewer, if identified

h. Sign the declaration that the thesis does not represent a significant overlap with papers written for any HRM courses.

i. Ensure that all signatures are in place. Faculty Involved in the Thesis, and Their Duties Roles of the Readers The policy of the HRM Program is that students should choose supervisors and readers who will be most helpful to them in the preparation of their theses. The roles of the various members of the committee are described in detail below. While the supervisor takes on the main task of directing progress, it is important that readers have the opportunity to react early to major methodological decisions. This can be achieved through a supervisory committee meeting at the point when the main approach is clear and certainly the circulation of the first draft of the key methodologic chapters of the thesis. An oral defense can only be contemplated when the committee agrees that the written thesis is acceptable. Remember that the external reviewer must be approved by the Associate Dean of Graduate Studies (Health Sciences). Please let the Assistant Dean, HRM know who this person is at least 10 weeks before you plan to have your defense, so their approval can be obtained. The external reader must be given a written copy of the thesis at least one month before the oral defense. The Supervisor The supervisor (or first reader) of a HRM thesis must be an approved member of Graduate Faculty in HRM to act in this capacity. If in doubt, please consult the Program Assistant. The supervisor assumes responsibility for the management of the thesis. Specifically, s/he is responsible for providing direction to the student, advice on data sources and potential avenues of approach, instructions on the proper content and form of the thesis, review of the student's progress, and serving as the first reader of the thesis. It is the responsibility of the supervisor to help the student think through methodological issues and to raise questions about possible methodological decisions faced/taken by the student. The supervisor is not eligible to be chair of the thesis defense examination.


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The Second Reader The second reader must be selected from faculty with graduate faculty status in HRM. This faculty member should be chosen in consultation with the supervisor. The second reader is responsible for providing methodological advice and criticisms to the student during the preparation of the thesis, and when s/he reads the thesis for approval. The second reader is eligible to be chair of the thesis defense examination. The Third Reader The criteria for selection of the third reader are usually the same as that for the second reader. However, occasionally the third reader may be a member of graduate faculty outside the HRM Program but within the Health Sciences Graduate Programs. The third reader is eligible to be chair of the thesis defense examination. The External Reader In addition to the members of the thesis committee described above, an external reader is required. The external reader is contacted directly by the thesis committee and must be approved by the Associate Dean of Graduate Studies (Health Sciences). Permission for the external reader is obtained in writing by the Assistant Dean, HRM; generally speaking, the recommendation of the HRM Program is taken into account when selecting an appropriate external reviewer. The external reader should be appointed at least two months before the thesis is to be defended; the final draft of the thesis must be in the hands of the external reader at least one month before the defense. The external reader will generally be knowledgeable about some aspects of the clinical, health care, or methodological aspects of the thesis topic (e.g. acts as a content expert). External readers are expected to send their thesis report to the Associate Dean of Graduate Studies (Health Sciences) before the thesis defense takes place if they do not attend the thesis defense. Email is acceptable. The email or letter should be copied to the thesis supervisor. The Reading of the Thesis The supervisor, second and third readers must read the thesis and each conclude that it is in an acceptable state to proceed to a defense. Typically, a student will provide each reader with a completed first draft, and the readers will make whatever recommendations they feel are necessary for revision so that subsequent drafts and the final draft will be acceptable. The external reader will not be involved at this point. If necessary, it is the responsibility of the supervisor to get the readers and the student together to obtain a common understanding of what changes in the first draft are necessary for an acceptable subsequent document. If the recommendations for change are at all contentious or detailed, the student is entitled to a written statement from his committee outlining exactly what has to be done. When the student has presented a final draft which each of the inside readers concludes is an acceptable document, the committee will confirm this among themselves and then give the student permission to book a date for the thesis defense. The final draft must be in the hands of the committee, including the external reader, at least four weeks prior to the defense. The external examiners report will be taken into consideration if or when the thesis defense takes place when the external examiner does not attend the defense. The MSc thesis defense, when decided, will then be set up by Lorraine Carroll in the Office of the Associate Dean of Graduate Studies (Health Sciences) (MDCL 2235). Attendance at the Thesis Defense Every effort should be made to have all thesis committee members present at the MSc defense. In addition, the student's faculty advisor, if not a member of the committee, should also attend the defense. If circumstances dictate that a committee member absolutely cannot be present, then s/he must contact the Associate Dean of Graduate Studies (Health Sciences) who, on advice of the Assistant Dean, HRM will appoint a substitute examiner to attend the defense and present comments and questions on the written document. If the external reader cannot be present, no substitute member is required to attend, but her/his decision concerning the acceptability of the written document should be sent, in writing, to the Associate Dean of Graduate Studies (Health Sciences), along with any questions that are to be directed to the candidate following


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her/his oral presentation.

If a committee member cannot attend the defense at the last minute, s/he should notify the Office of the Associate Dean of Graduate Studies (Health Sciences) and send comments and questions to the thesis supervisor (a copy must be sent to the Associate Dean of Graduate Studies, MDCL 2235).

Thesis defences are open to all members of the University community. Booking a Thesis Defense Date

Make sure your thesis committee has given you permission to set a date.

Call Lorraine Carroll, Office of the Associate Dean of Graduate Studies (Health Sciences) MDCL 2235 x27718

Give the latest title of your thesis - sometimes it changes from that on the initial proposal.

The Office of the Associate Dean of Graduate Studies (Health Sciences) will request the actual room booking and make sure that overhead and slide projectors are in place. We will do our best to accommodate anything out of the ordinary but we can't make any promises! Oral Defense Procedure The examination will be chaired by either the second or third reader, not by the supervisor. At the defense of the thesis, the student is expected to present a brief (not longer than 30 minutes) presentation of the thesis with particular emphasis on the methodology. The presentation is expected to be orderly and concise. Following this, the student must be prepared to defend both his/her presentation and written thesis. Initially, questions will be asked by the thesis readers, then by other members of the faculty, and finally by other members of the audience. During the question period following the oral presentation, the readers may pose questions concerning either the oral presentation or the written document. These questions should generally focus upon the methodological aspects of the thesis. The reader should NOT attempt to engage the candidate in debate or comment on the candidate's responses during the question period, even if the reader feels the candidate's responses to be incorrect or inappropriate. Such comments should be reserved for the private faculty session following the question period. At the conclusion of the defense, the supervisory committee will reach a judgment as to whether or not the defense was acceptable. If the defense is deemed unacceptable, the Examination Chair will provide a statement of the deficiencies and the improvements that must be made if a second defense is permitted. A second defense would be justified if the student appears to lack understanding of design issues implicit in the work or fails to justify decisions taken on methodological grounds. Any corrections or modifications which the examiners feel should be made in the written thesis should be communicated in writing by the Chair to the candidate and the thesis supervisor, who will take responsibility for ensuring that the corrections/modifications are properly incorporated into the thesis.

Prior to the thesis defense, the typed document must be in its final draft form.

A thesis may be submitted at any time of the year. Deadlines, Style Requirements, and Other Hurdles The School of Graduate Studies Graduate Calendar contains a number of formal requirements pertaining to dates when theses must be submitted, the style which theses must follow, costs of binding theses, maximum permissible time for completion of degree requirements, and continuous registrations. It is the responsibility of the student to understand and comply with each of these requirements. In particular, students must be aware that to be eligible for convocation in the autumn or spring, there are deadlines by which theses must be submitted for binding to the School of Graduate Studies (GH 212). A major obligation of faculty in the Health Research Methodology Program is the supervision of theses. Please refer to the Guide for the


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Preparation of Theses: http://graduate.mcmaster.ca/current-students/completing-your-degree/649-step1-write Expected Duration of a Thesis It is important to emphasize that students are writing a Master’s thesis, not a PhD dissertation. For many MSc theses, a document of 100 pages in length should be adequate. The program expects that the average time for a thesis to take is three to six months of full-time intensive work following the selection of a topic and successful acquisition of data. While the efforts and endeavours of individual students will vary, and while some students may choose not to devote their full time to the thesis, the program does not expect the work for a thesis to extend for more than a year. Final Submission of a Thesis to the School of Graduate Studies Students are responsible for the costs associated with typing, preparing, printing and binding their theses. As of May 1, 2011, students can submit their final thesis submission to digital e-commons. For Graduate School information on the submissions of MSc theses visit: http://graduate.mcmaster.ca/current-students/completing-your-degree/649-step1-write After your successfully defended thesis has been approved in writing by your supervisor, students may print a final copy of the thesis for the supervisor and other members of supervisory committee (if appropriate). At that time you will be asked to pay for the cost of binding the printed copies, after which you will complete a convocation and alumni form. At this point you have done everything you need to do towards completion of your degree. Happy convocation! Copies of MSc theses are available in the Health Sciences Library and most recent theses are available in the HRM Student Room (HSC-2C7).

http://graduate.mcmaster.ca/current-students/completing-your-degree/649-step1-write




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13.0 HRM SUB-COMMITTEES 13.1 Program Specific Sub-Committees

PROGRAM SPECIFIC SUB-COMMITTEES HEALTH RESEARCH METHODOLOGY

BOARD OF COMPREHENSIVE EXAMINATION CHAIRS NAME START DATE TERM ENDING Jean-Eric Tarride July 1, 2010 June 30, 2013 Catherine Clase July 1, 2011 June 30, 2014 Mark Oremus July 1, 2011 June 30, 2014 Lisa Schwartz July 1, 2011 June 30, 2014 Stephen Walter (Chair) July 1, 2010 June 30, 2013 Changchun Xie February 1, 2011 June 30, 2014 Steven Hanna, Assistant Dean – HRM, (ex officio) Catherine Hayward, Associate Dean of Graduate Studies (Health Sciences) (ex officio) PhD ADMISSIONS COMMITTEE Lehana Thabane (Chair) July 1, 2009 June 30, 2012 Joseph Beyene January 1, 2010 June 30, 2013 Stephen Birch July 1, 2010 June 30, 2013 Melissa Brouwers July 1, 2010 June 30, 2013 Lisa Dolovich July 1, 2011 June 30, 2014 Ron Goeree July 1, 2011 June 30, 2014 Brian Haynes July 1, 2010 June 30, 2013 Mark Loeb July 1, 2010 June 30, 2013 Parminder Raina July 1, 2010 June 30, 2013 Lisa Schwartz July 1, 2010 June 30, 2013 Harry Shannon July 1, 2011 June 30, 2014 Steven Hanna, Assistant Dean - HRM (ex officio) Catherine Hayward, Associate Dean of Graduate Studies (Health Sciences) (ex officio) MSc ADMISSIONS COMMITTEE Mark Oremus (Chair) July 1, 2010 June 30, 2013 Kathryn Bennett July 1, 2009 June 30, 2012 Mohit Bhandari July 1, 2011 June 30, 2014 John Cairney July 1, 2011 June 30, 2014 Julie Emili July 1, 2011 June 30, 2014 Nancy Heddle July 1, 2011 June 30, 2014 Forough Farrokhyar July 1, 2011 June 30, 2014 Lauren Griffith July 1, 2011 June 30, 2014 Mitch Levine July 1, 2011 June 30, 2014 Ellen Lipman July 1, 2010 June 30, 2013 Daria O’Reilly July 1, 2010 June 30, 2013 Eleanor Pullenayegum July 1, 2009 June 30, 2012 Peter Rosenbaum July 1, 2010 June 30, 2013 Marko Simunovic July 1, 2008 June 30, 2012 Changchun Xie July 1, 2010 June 30, 2013 Feng Xie July 1, 2010 June 30, 2013 Steven Hanna, Assistant Dean – HRM, (ex officio) Catherine Hayward, Associate Dean of Graduate Studies (Health Sciences) (ex officio)


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CURRICULUM COMMITTEE Melissa Brouwers July 1, 2010 June 30, 2013 Jan Brozek July 1, 2010 June 30, 2013 Nancy Heddle July 1, 2010 June 30, 2013 Alice Lytwyn July 1, 2011 June 30, 2014 Ann McKibbon July 1, 2010 June 30, 2013 Lina Santaguida July 1, 2008 June 30, 2011 Steven Hanna, Assistant Dean – HRM, (ex officio) Catherine Hayward, Associate Dean of Graduate Studies (Health Sciences) (ex officio) FHS – SCHOLARSHIPS SELECTION COMMITTEE: HRM REPRESENTATIVE Alfonso Iorio July 1, 2011 June 30, 2014 updated July 19, 2011


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13.2 Graduate Education Committee Role of GEC The HRM Graduate Education Committee (GEC) is a committee composed of HRM graduate faculty members who serve on the various HRM Program committees as outlined below, plus three or four HRM student representatives from both the MSc and PhD programs and the Associate Dean of Graduate Studies (Health Sciences). The role of the GEC is to advise the Assistant Dean, HRM who represents the program at GPCC. They make recommendations to the Assistant Dean, HRM who works with the appropriate HRM program committees to develop policy changes which in return, forwards them to the Graduate Policy & Curriculum Committee of the Faculty of Health Sciences. There are several important aspects to keep in mind:

a. The HRM Program is one of the several graduate programs which are within the office of the Associate Dean of Graduate Studies, (Health Sciences). The HRM Program constitutes a major teaching responsibility of graduate faculty members in the Department of Clinical Epidemiology & Biostatistics and other departments in FHS.

b. The Assistant Dean, HRM is responsible to the Associate Dean of Graduate Studies (Health Sciences)

and to the Chair, Department of CE&B and faculty of the HRM Program. The Assistant Dean is elected for a three-year term that is renewable once.

c. The faculty members of the GEC usually remain on this committee for three years, whereas the

students may change annually. Terms of Reference for GEC Purpose of committee: To assist in overseeing the HRM program. Term of members: 3 years, once renewable. Ex-officio members: The Assistant Dean, HRM and Associate Dean of Graduate Studies (Health Sciences). Tasks:

To receive reports from standing committees of the program (admissions, curriculum and board of comprehensives chairs) and the Assistant Dean, HRM.

To maintain an overview of the program and identify issues that require discussion.

To provide a forum for discussion of issues, policies and procedures affecting the program that includes input from student representatives.

To plan social and other events related to the program.

To provide advice regarding new initiatives standing committees should undertake.

To develop new initiatives to strengthen the program and new policies about issues that cut across standing committees.

To form and disband ad hoc subcommittees that deal with specific issues identified by the group that are not handled by the standing committee.

To assist students and faculty in their understanding of program features and policies

To interpret the current regulations of the School of Graduate Studies regarding the program.


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Role of members:

To carry out the above tasks and recommend other tasks that will aid in the smooth, effective running of a high quality education program.

To carry out the business of the committee by attending meetings of the committee. Business of the committee will also be carried out by e-mail in between meetings.

To be members of sub-committees of the GEC that may be struck from time to time (e.g. social activities sub-committee).

Role of Chair:

To represent the committee on other committees.

To ensure the minutes of meetings are kept and followed up.

To prepare the agenda.

To chair committee meetings.

To discuss problems and solutions with chairs of standing committees in between meetings.

To maintain files of procedures and forms. How members are chosen:

Nominated faculty members are appointed by the GPCC

Students are asked to participate each year. Representation from both MSc and PhD students is sought. Role of Students on the GEC:

To assist in the functions of the GEC.

To present the students' viewpoints.

To keep the students informed on HRM activities, and to annually hold a meeting for the purpose of selecting new students’ representatives to the GEC.

To approach their participation on the GEC with interest and good humour; to willingly volunteer when asked to assist with social functions and other HRM activities.

Student Representatives are required to serve on the GEC. If you are interested in joining, please let the HRM Curriculum Co-ordinator know as soon as possible. If more than four apply, we will hold an election. 14.0 ELECTRONIC MAIL Email is available to McMaster students free of charge through MUGSI – http://mugsi.mcmaster.ca. If you are not on email now, we urge all students to gain access as quickly as possible as this will be the main vehicle for corresponding with you. Program notices, course information, thesis defense notices, CE&B rounds notices, etc are all sent electronically. Many of our faculty members prefer e-mail. Let Lorraine Carroll ([email protected]) and the HRM Curriculum Coordinator ([email protected]) know your email address so that you can be added to the student list.

For information on how to configure your computer so that you can access your email from home, please visit the following: http://www.mcmaster.ca/uts/

http://mugsi.mcmaster.ca/

http://www.mcmaster.ca/uts/


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15.0 STUDENT ROOM ALLOCATION Student Room: HSC 2C7 for full-time HRM students. Unfortunately, we are unable to provide work space for all students in HSC 2C7. Vacant work space in the student rooms are available on a first-come, first-serve basis; alternatively, the library is available. Mail Pick-up: All students will receive mail at their student room address in HSC 2C7. Telephones: There is a telephone available in the Student Room. The extension is 22430. Dial 9 for a local outbound call. Dial 86 for a Greater Toronto Area outbound call. Note: Hamilton employs 10- digit dialling, so don’t forget the 905 area code. Smoking Policy: There is no smoking in the student room or any other area in the department. McMaster University and Chedoke-McMaster Hospitals are non-smoking. Access to 2C7 is managed by the HRM Curriculum Coordinator in 2C1. 16.0 CE&B DEPARTMENT SPECIAL EVENTS CE&B presents “Special Events” such as rounds, lectures, research days, and symposia. You will receive advance notice of these events via e-mail. They are also listed on the CE&B website at: http://www.fhs.mcmaster.ca/ceb/events_upcoming.htm. Please check this website periodically in order to keep up to date on department events. Three special lectures are held each year: the Labelle Lecture, the Enkin Lecture, and the HRM Alumni Lecture.

All students are expected to attend these department events. These will be very beneficial to you as methodological issues are discussed in the context of a wide variety of research questions.

In addition, individual research units may hold their own rounds. If you advisor belongs to one of these

units, you are expected to attend these as well. 17.0 CE&B DEPARTMENTAL POLICY ON WORKING ALONE

There are no hazards associated with the work performed by faculty, staff, graduate students and volunteers in CE&B. They do their work at desks in offices or workstations – never in wet labs or mechanical areas. They are not required to work alone. Some may occasionally choose to work alone during evenings, in the early morning or on weekends.

These are low-risk secure work areas. A card-swipe security system locks all access doors to the CE&B second-floor area during non-working hours; digital cameras linked to MUMC Security monitor the doors.

http://www.fhs.mcmaster.ca/ceb/events_upcoming.htm


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Procedures for working alone for more than a couple of hours during evenings, early mornings or on weekends:

Standard Operating Procedures for McMaster’s Working Alone Policy (RMM #304) in Clinical Epidemiology and Biostatistics (CE&B)

McMaster University Medical Centre

1. Phone Security (ext. 76444) when you arrive to say you are working after hours and for how long; phone again when you leave.

2. Turn on area lights. Check your work area to see if anyone else is working there. Let them know you are there too, so you don’t surprise each other.

3. Do not prop open the locked access doors to your area!

4. Call extension 5555 in case of emergency (e.g. fire, medical emergency, threat from intruder). Call your supervisor at his/her emergency-contact phone number to report the incident.

Supervisors will instruct volunteers on the SOP’s if and when they authorize working alone.

18.0 HEALTH & SAFETY REQUIREMENTS

McMaster University graduate students (with or without a Teaching Assistantship) are required to complete the appropriate health and safety courses during their time at McMaster. This usually includes: Office WHMIS, Fire Safety, Ergonomics, Slips, Trips & Falls and Asbestos training. Depending on your specific work activities, you may be required to complete additional safety training (i.e., lab WHMIS) – check with your supervisor for more information. In addition to the safety training, each graduate student is required to complete a Job Hazard Analysis (JHA) form with their supervisor. 1. SAFETY TRAINING

Office WHMIS and Fire Safety training are offered monthly and you must attend in-person, check the online schedule for the next session: http://fhs.mcmaster.ca/safetyoffice/training_sessions.html

Fire Safety Dates: http://fhs.mcmaster.ca/safetyoffice/hsc_fire_schedule.html Office WHMIS dates: http://fhs.mcmaster.ca/safetyoffice/office_whmis_schedule.html

TIP! It’s best to complete these two courses during your first term. Fire Safety training must be updated annually (can use the online presentation for annual updates only).

Online presentations for Ergonomics, Slips, Trips & Falls and Asbestos can be found on the Environmental and Occupational Health and Support Services (EOHSS) website:

Ergonomics: http://www.ltrc.mcmaster.ca/eohss/ergonomics.htm Slips, Trips & Falls: http://www.ltrc.mcmaster.ca/eohss/slips.htm Asbestos: http://www.ltrc.mcmaster.ca/eohss/asbestos.htm

TIP! If you complete the Faculty of Health Sciences Office WHMIS, then you do not have to complete the online ergonomics session – this is included in the FHS Office WHMIS. Safety Office: Cheryl Gemmell

Safety Office Administrative Assistant Health Sciences Centre HSC 1J11

(905) 525-9140 ext. 24956 Fax 905-528-8539 [email protected]

Website: fhs.mcmaster.ca/safetyoffice/

http://fhs.mcmaster.ca/safetyoffice/hsc_fire_schedule.html

http://fhs.mcmaster.ca/safetyoffice/office_whmis_schedule.html

http://www.ltrc.mcmaster.ca/eohss/ergonomics.htm

http://www.ltrc.mcmaster.ca/eohss/slips.htm

http://www.ltrc.mcmaster.ca/eohss/asbestos.htm


http://fhs.mcmaster.ca/safetyoffice/


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2. JOB HAZARD ANALYSIS FORM

In addition, all HRM students must complete a JHA with their supervisor. The JHA form, definitions and descriptions can be found by clicking on the following link: http://www.mcmaster.ca/workwell/

TIP! Go through the JHA with your supervisor and identify your key work activities and any safety issues that you may be exposed to because of the activity. IMPORTANT TIPS!

All graduate students at McMaster University must complete the Job Hazard Analysis and the appropriate safety training

It’s best to complete the JHA and safety training during your first term as a graduate student.

Send your completed and signed forms (i.e., JHA and safety training information) to Kristina Vukelic in HSC-2C1

If you have any questions regarding the JHA or any of the safety training, please email or call Kristina Vukelic at 905.525.9140 ext. 22218 or [email protected]

Important Health & Safety information, is posted on the Health & Safety Board in your work area 19.0 FREQUENTLY ASKED QUESTIONS How do I get access to the student room?

The student room HSC 2C7 is open weekdays from 7:30 a.m. to 5:30 p.m. and available to all registered HRM students. If you have some special need to use it outside these hours, or on the weekends, please contact Kristina Vukelic (905) 525-9140 ext. 22218, [email protected] for the form. Please note that this process can take up to 3 to 4 weeks and there is a deposit fee of $20, which will be refunded to you once the student room key is returned. Where can I pick-up my mail?

Pick-up and delivery of mail occurs in each of the major areas of the CE&B department. Mail service is twice a day, 10:00 - 10:30am and 2:30 - 3:00pm. How do I photocopy?

In order to activate any of the photocopiers in the Health Sciences Centre, you need a PIN and an account number. Please see Kathy Jones (CE&B) for this information. Photocopying is billed every two months and is payable to Kathy Jones. Copies are $0.07 each - a bargain! Are there microwave ovens and refrigerators available to the students?

Yes. The CE&B department has a microwave and refrigerator located in the kitchen area. You are welcome to use them. The usual rules for good sanitation apply. How do I register (add) or withdraw (drop) from a course?

Information about the on-line graduate registration and course selection is available on SOLAR (Student On-Line Academic Registration) at http://www.mcmaster.ca/graduate/solarinfo.htm When are the important dates and deadlines?

Please check the School of Graduate Studies calendar at: http://www.mcmaster.ca/graduate/calendar.html FAILURE TO MEET COURSE DEADLINES WILL RESULT IN AN INCOMPLETE ('INC') GRADE. INCOMPLETES, IF NOT REMOVED BY THE APPROPRIATE DATE, ARE RECORDED AS A FAILURE.

http://www.mcmaster.ca/workwell/


http://www.mcmaster.ca/graduate/solarinfo.htm

http://www.mcmaster.ca/graduate/calendar.html


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What Is the School of Graduate Studies grading system?

See the School of Graduate Studies Calendar.

A+ = 90 – 100% A = 85 – 89% A- = 80 – 84% B+ = 77 – 79% B = 73 – 76% B- = 70 – 72% F = Failure; inadequate work

Can I park my car at McMaster University?

Yes. You have three choices:

1. Permanent parking is available through University Parking Services located in the Clark University Centre (near the Nuclear Reactor), ext. 24232. The only space available is on the west campus that is in zones 6 and 7, located on the other side of the highway (Cootes Drive). However, shuttle bus service is available from 6:30am to 11:00pm,. approximately every 10 minutes

2. If you wish to park in the hospital, contact Safety, Security and Parking Services, Room HSC 1D1, ext. 76156.

3. Parking is available both on campus and in the hospital on a daily basis; tickets are purchased at the kiosks.

Check out http://parking.mcmaster.ca/permit_parking.htm for details. What resources are available for overseas students?

The International Student Advisor is located in Gilmour Hall 104. Services offered include: brochure outlining what students must do before leaving home re visas, student authorizations, employment authorization; assistance with immigration, on and off campus housing, furniture, etc; health insurance coverage; student counselling services; international students' associations; temporary hostel from end of August to September 25th for late arrivals and students without accommodation.

There will be a one-time Learning Resource fee of $10.00 for an MSc student and $20.00 for a PhD student at the time of admission. Are there any funding resources for students? There are a number of helpful scholarship resources that you should become familiar with, including: McMaster Resources:

The HSGP Scholarship Calendar (Please see Dympna McCully [email protected] MDCL-2235 for more information)

Scholarship notifications are circulated to the HRM distribution list. Contact Kristine Bonnell ([email protected]) if you are not receiving the announcements.

School of Graduate Studies Scholarship Information: http://www.mcmaster.ca/graduate/scholar.htm

Section 8 of the SGS Graduate Calendar: http://www.mcmaster.ca/graduate/calendar.htm

External Resources:

Canadian Institutes of Health Research http://www.cihr-irsc.gc.ca

The Government of Canada Funding Guide Database: http://fgic-gfci.scitech.gc.ca/index-eng.php

International Scholarships: http://www.scholarships.gc.ca

Specific foundations or centres (i.e., Heart & Stroke Foundation, Ontario Mental Health Foundation, Offord Centre) specific to your area of research

Full-time HRM students are strongly encouraged to apply for internal and external scholarships. In addition, reminders and new awards are circulated to HRM students by Gabi Watson.

http://parking.mcmaster.ca/permit_parking.htm


http://www.mcmaster.ca/graduate/calendar.htm

http://www.cihr-irsc.gc.ca/

http://fgic-gfci.scitech.gc.ca/index-eng.php

http://www.scholarships.gc.ca/


55

Are there lockers available on campus to rent? Yes, there are lockers available for rent through the Titles Bookstore. Lockers are available in Kenneth Taylor Hall, Chester New Hall, and Togo Salmon Hall. Please note that the lockers are available on a first come, first serve basis. If you are interested, please call Titles at (905) 525-9140 ext. 22623.

Lockers and study carrels are also available through Mills Library. Interested students should complete and submit the application form at http://libraryssl.lib.mcmaster.ca/mills/lockerscarrels/appl-locker.pdf. I have a question and I’m not sure who to ask. Where can I go to for help?

First, check out these helpful websites:

The Health Research Methodology website information for students, faculty and staff, including:

degree requirements, course listing, faculty information

news & announcements

http://www.fhs.mcmaster.ca/hrm/

The Health Sciences Graduate Programs website information for students, faculty and staff, including:

forms, guidelines, graduate calendars events and student resources job opportunities scholarships

http://fhs.mcmaster.ca/grad/index.html

The Department of Clinical Epidemiology & Biostatistics website information for students, faculty and staff, including:

faculty listing, research groups key contact people in CE&B upcoming events

http://www.fhs.mcmaster.ca/ceb/

The School of Graduate Studies website information for current students including:

forms, guidelines, graduate calendars health plan info, dental plan info payroll info thesis regulations

http://www.mcmaster.ca/graduate/current.html

http://libraryssl.lib.mcmaster.ca/mills/lockerscarrels/appl-locker.pdf

http://www.fhs.mcmaster.ca/grad/hrm/

http://fhs.mcmaster.ca/grad/index.html

http://www.fhs.mcmaster.ca/ceb/

http://www.mcmaster.ca/graduate/current.html


56

20.0 KEY CONTACTS If you still are having difficulty locating the correct information, please determine the nature of your question and contact the appropriate person: HRM Program Information: Assistant Dean, HRM Steven Hanna McMaster University – IAHS 411 (905) 525-9140 ext. 27851 or 26236 [email protected] HRM Curriculum Coordinator Kristina Vukelic McMaster University – HSC 2C1 (905) 525-9140 ext. 22218 [email protected] Admissions Coordinator Lorraine Carroll

Office of the Associate Dean of Graduate Studies (Health Sciences) McMaster University – MDCL 2235 (905) 525-9140 ext. 27718 [email protected] HRM Administrative Assistant Kristine Bonnell McMaster University – HSC 2C (905) 525-9140 ext. 26236 [email protected] HRM Course Registration Cassandra Weimann

Office of the Associate Dean of Graduate Studies (Health Sciences) McMaster University – MDCL 2235 (905) 525-9140 ext. 22736 [email protected]


57

21.0 FORMS

The following forms are appended for your information and may be downloaded from the Health Research Methodology website at http://www.fhs.mcmaster.ca/hrm/info_resources.html:

HRM Research Internship: Initial Plan

HRM Research Internship: Final Report

HRM Scholarly Paper Topic Approval Form

HRM 705 Independent Study Course Application

HRM Course Waiver Form

Notification of Completion of HRM MSc Requirements (Course-based)

Request to Transfer from MSc to PhD


58

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.HRM Research Internship: Initial Plan **

Please indicate which of the five skills are to be developed during the research internship experience (at least three of the following skills are required). Indicate activities planned to allow skill development. Please choose 3 skill areas ( ):

SKILL PROPOSED ACTIVITIES

Proposal or Project Development

Appropriate Selection or Development of Measurement Tools

Data Gathering

Data Analysis (and computing) Skills

Communication of Research Findings

In addition, all students are expected to develop skills in project management as part of the

internship.

Start Date of Research Internship:

Student’s Signature

Student’s Printed Name:

Date Signed

Research Internship Supervisor’s Signature:

Research Internship Supervisor’s Printed Name:

Date Signed:

** Students are normally expected to meet the research internship requirement during the first

academic year. The research internship requirement must be met in order to graduate unless the student has requested and received an exemption. Students exempted from the research internship are expected to take an extra half course.

Please return this form to the Health Sciences Graduate Programmes Office in MDCL 2235.

A copy should also be sent to the HRM Program Office in HSC 2C1.


Please indicate which of the following five skills you developed during the research internship experience. Experience in at least three of the following skill areas is required. In addition to this, students are expected to develop skills in project management as part of the internship. Indicate the activities you undertook and the time spent in each activity. Append supporting documentation (e.g. literature review, data analysis report, report on which instrument would be most appropriate, copy of presentation slides) that illustrate your activities, if appropriate for the activity.

SKILL DESCRIPTION OF ACTIVITIES TIME

SPENT

Proposal or Project Development

Appropriate Selection or Development of Measurement Tools

Data Gathering

Data Analysis (and computing) Skills

Communication on Research Findings

Project Management

Both student and supervisor must write a brief evaluative statement about how well the learning

objectives were met.

PLEASE APPEND ANY SUPPORTING MATERIALS


Start Date of Research Internship:

End Date of Research Internship:

Student’s Signature

Student’s Printed Name:

Student ID #

Date Signed

Research Internship Supervisor’s Signature:

Research Internship Supervisor’s Printed Name:

Date Signed:

PASS FAIL

Please return this form to the Health Sciences Graduate Programmes Office in MDCL 2235 as soon as you have clarified your objectives for the research internship. A copy should also be sent to the HRM Program Office in HSC 2C1.

HHRRMM SScchhoollaarrllyy PPaappeerr || TTooppiicc AApppprroovvaall FFoorrmm

In order to proceed with your scholarly paper, please complete the following form and submit it to the

HRM Curriculum Committee via e-mail to Kristine Bonnell ([email protected]) for review.

Proposed Title:

Submitted by:

Student Number:

MSc Advisor:

Abstract: Please submit an abstract (no more than 500 words) that describes the topic / controversy you wish to address including background, relevance and specific objectives that will be addressed in the paper.

HHRRMM SScchhoollaarrllyy PPaappeerr || TTooppiicc AApppprroovvaall FFoorrmm

Please list the 7 HRM courses you have completed and the title of the final assignment you submitted for each course.

HRM Courses Completed Title of Final Assignment

FOR INTERNAL USE ONLY

Date Proposal Received for Review:

Curriculum Committee Reviewer:

Faculty Advisor (Reader #1)

Reader #2:

Date Proposal Approved:

Date Scholarly Paper Due:

Date Faculty Reviews Due:

Notes, rewrites if any:

Page 2 of 2

HRM 705 – Independent Study Course Application

Please Note: This form must be submitted to Kristine Bonnell ([email protected]), the HRM Administrative Assistant, at least 6 weeks before the beginning of the academic term. Your proposal must be approved by the HRM Curriculum Committee before you can begin.

Student:

Course Instructor:

Term to be Offered:

Topic:

Learning Objectives Be precise and clear:

Rationale:

Proposed Reading List:

Page 1 of 2

HRM 705 – Independent Study Course Application

Method of Instruction Frequency of meetings and timing of various course components:

Evaluation Methods Some credit should be assigned to initial course outline (e.g., 5%, preparation for instructor or seminar 25%, and 2 pieces of written work 35% each):

Relationship to Thesis The topic should reflect the student’s research interests and may be synergistic with or complementary to the student’s thesis topic without being entirely overlapping:

Student Signature:

Student Printed Name:

Instructor Signature:

Instructor Printed Name:

Page 2 of 2

HRM COURSE WAIVER FORM DEMONSTRATION OF EQUIVALENCY

The student must provide information (i.e., course syllabus) that will clearly outline the content of the course taken at another university in order for the appropriate HRM faculty member to assess the equivalency. Once the signatures of the Course Coordinator, Program Coordinator and Associate Dean of Graduate Studies (Health Sciences) are obtained, a notification of the application status will be circulated.

STUDENT INFORMATION

Student name:

Student number: Degree:

Email address: Telephone Number:

Supervisor’s Name:

HRM COURSE INFORMATION

Course code and name:

Course coordinator

Information from graduate calendar (blurb):

EQUIVALENT COURSE INFORMATION

Course code and name:

University obtained at:

Course coordinator

Course outline/syllabus attached? (Y/N)

Other useful information:

Page 1 of 2

HRM COURSE WAIVER FORM DEMONSTRATION OF EQUIVALENCY

SIGNATURES OF APPROVAL

Student Signature:

By signing this form, I agree that the course taken at the external university is equivalent to the HRM

course stated above.

Date Signed:

Supervisor/Advisor Signature: I approve this waiver:

Yes

No

Date Signed:

HRM Course Coordinator Signature:

I approve this waiver:

Yes

No

Date Signed:

Assistant Dean, HRM Signature: I approve this waiver:

Yes

No

Date Signed:

Associate Dean of Graduate Studies (Health Sciences) Signature:

I approve this waiver:

Yes

No

Date Signed:

Once the signature of the student and supervisor/advisor are obtained, please submit the form and supporting documentation to the HRM Program Office (HSC 2C1).

Page 2 of 2

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