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The Health in Populations Division within the UBC School of Population and Public Health addresses health, its determinants and solutions affecting aboriginal, less advantaged or relatively more vulnerable populations in Canada and globally. Working with these populations, the theme members examine and aim to provide scientific knowledge applicable to improving or preserving the health status of populations experiencing the greatest disparities and deficiencies in health potential, e.g. those living in poverty, aboriginal populations, the undereducated and marginalized. Issues common to all these groups include the lack of supportive health policies, sub-optimal or dysfunctional health services, insufficient human and material resources, global environmental change and lack of control over decisions directly affecting their health and social well-being. Delivering services and conducting research within less advantaged and vulnerable populations requires a unique set of skills that stem from a sound understanding of the key issues and effective strategies to deal with them. The research carried out is cross-disciplinary and serves to identify priority health issues, their determinants and appropriate, applicable solutions.

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The Global Health Research Program is a unit in UBC’s School for Population and Public Health. The GHRP is an interdisciplinary unit consisting of experts in occupational health, epidemiology, health economics, law, medicine, and public health. With extensive experience in their respective fields, GHRP researchers have forged a team committed to the study of health determinants with respect to income disparity and other social determinants of health, including health service and policy, focusing particularly on the role of globalization.

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Explore canada’s only indigenous public health professional development opportunity at ubc’s faculty of medicine., the indigenous public health training institutes equip indigenous community members and scholars with the necessary skills to address public health issues in indigenous communities. one-week intensive courses are offered toward the completion of the graduate certificate or certificate (non-credit) in indigenous public health, or courses can be taken individually..

Indigenous Public Health Summer Institute 2024 – Applications are now OPEN!

IPH Summer will be held: August 19th -23rd, 2024 in person at UBC Vancouver

Download our IPH Summer Institute Poster to share at your office!

The courses for the IPH Summer Institute we will be offering:

• SPPH 576 (1.5 graduate level credits) 
• Introduction to Indigenous Health Research Ethics 
• 8:30 AM to 12:00 PM PST
• SPPH 578 (1.5 graduate level credits) 
• Social Determinants of Indigenous Health 
• 1:30 PM to 5:00 PM PST

If you have any questions or concerns, or if you want to if this class is for you or discuss Credit vs. Non-Credit options, please email: [email protected]

Do you have any questions?

If you’re unsure of eligibility, require support with your application or have any questions at all, please do not hesitate to contact us:

Please email [email protected]

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5 Public Health Courses Premeds Should Take

Epidemiology and health policy are among courses that can help help aspiring medical students become physician leaders.

Premeds Take 5 Public Health Courses

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Studying health policy helps future doctors understand policies at local, national, and international levels, and teaches them to advocate for their patients.

As a premedical student, you can take public health courses that will allow you to better understand health at a population level. An understanding of public health can help you become a physician leader in the community.

The COVID-19 pandemic put a spotlight on the importance of public health . While not perfect, our local and national public health infrastructure allowed the public to understand the severity of the COVID-19 disease as well as create measures to protect the health of our communities.

While the COVID-19 pandemic highlighted the importance of public health, there are other diseases where doctors are called upon to promote population-level changes while taking care of patients.

Doctors serve as leaders in their communities by providing medical expertise and advocating for public health initiatives. They can translate their insights from patient care to create hospitalwide and communitywide policies to protect other individuals, and doctors who are trained in epidemiology and community health can study the transmission of the diseases. They can also spearhead community public health initiatives, including health education campaigns and community clinics, to expand access to medical care.

Dr. Rishi Mediratta graduated from Johns Hopkins University in Maryland with a bachelor’s in public health studies. That degree gave him a foundational understanding of global health issues, public health theories and statistics that enabled him to conduct research and create community health programs in Ethiopia focused on combatting child mortality.

"Throughout college and during my first gap year before medical school, I founded the Ethiopian Orphan Health Foundation, a nonprofit organization that provided community-based health care and education to 91 orphans near Gondar, Ethiopia," he says.

"I integrated lessons that I learned from my classes in epidemiology and public health to partner with community members to help orphaned children. For instance, I saw how Ethiopians bonded during traditional coffee ceremonies. I used coffee ceremonies to create a dialogue with the community about stigmatized child health topics.”

Mediratta then pursued a master’s of science in public health at the London School of Hygiene & Tropical Medicine as a British Marshall Scholar.

“Further public health studies showed me the various stakeholders involved in creating global health policies for newborns and children. I learned how health policies were created based on synergies from multiple perspectives. These insights were instrumental when I worked with policymakers at the World Bank and World Health Organization.”

Mediratta received his medical degree at Stanford University School of Medicine in California, where he continued to spearhead initiatives to improve population health, primary care and global health. Now he is a clinical associate professor of pediatrics at Stanford medical school and a faculty fellow at the Center for Innovation in Global Health.

These public health classes and topics will be helpful for premedic students :

• Biostatistics • Epidemiology • Health equity • Health policy • Community health and community-based classes

Biostatistics

Biostatistics is the application of statistics to life sciences, including public health. In a biostatics class, premeds learn quantitative and qualitative data collection methods as well as when to use different types of statistical analyses.

Premed students who take biostatistics will be able to better understand the role of evidence in public health research, policy and clinical practice, critically evaluate medical literature and tailor their treatment plans for patients based on rigorous scientific evidence, Mediratta says.

Epidemiology

Epidemiology is the study of diseases or disorders within groups of people and ways to prevent or control them. Premed students who take an epidemiology course will be able to understand the causes, prevalence and distribution of a disease in the community. Doctors who understand the epidemiology of a disease can help make informed decisions about prevention and treatment for their patients.

“Knowing epidemiology allows me to appreciate nuances in the distribution of clinical symptoms, risk factors, and diseases in populations," Mediratta says. "For example, I learned how newborns in low- and middle-income countries die from prematurity, complications from birth and sepsis. I developed and validated a Neonatal Mortality Score that predicts which newborns are likely to die when they are admitted to neonatal intensive care units in Ethiopia. I hope that one day, health care providers can use our research to more quickly identify newborns who are at risk of dying and provide them with monitoring and interventions that save their lives.”

Health Equity

Health equity courses teach premedical students about health care disparities – which vary by income, race/ethnicity, sexual orientation and disability status – and inequities within populations. These courses also give students ways to advocate for disadvantaged individuals and populations.

Premedical students can take a general health equity class or seminars focused on specific populations or health systems that incorporate health equity. “Doctors who are knowledgeable about health care disparities can advocate for equitable access to health care services," Mediratta says. "Through research, advocacy and community involvement, physicians can address the social determinants of health that contribute to health inequities.”

Health Policy

In a health policy class, premeds will learn about health care systems and the stakeholders influencing health care policies. Studying health policy helps future doctors understand policies at local, national, and international levels, and teaches them to advocate for their patients by supporting policies that promote better access to quality health care and decrease health care disparities.

Reflecting on his clinical practice, Mediratta says, “understanding the factors that influence health policies has allowed me to help my patients navigate our complex health care system, such as connecting patients to services covered by their medical insurance or accessing transportation services to and from hospitals.”

Community Health and Community-Based Classes

A community health course explores the multifaceted factors influencing health outcomes, including social determinants of health and environmental factors, and also examines public health interventions. Some courses include an experiential learning component so students can conduct projects that address community health needs.

Mediratta, for instance, taught an elective at Stanford University that allowed students to collaborate with community partners to creatively implement projects that address COVID-19-related challenges.

"One student produced a children’s book that combatted vaccine hesitancy and created read-aloud videos of the book. Even after the class ended, the student organized workshops in elementary schools to educate children about vaccine. Our class serves as a model for how universities can implement medical service-learning courses to empower students while simultaneously addressing the community’s needs.”

Taking public health courses during your premedical career will give you strong foundational knowledge to be a health care leader. As a doctor, you will be able to help your patients navigate through the challenges of health care systems, participate in policymaking that affects millions of individuals, and direct research projects that advance the health of our communities.

Medical School Application Mistakes

Tags: medical school , public health , graduate schools , education , students

About Medical School Admissions Doctor

Need a guide through the murky medical school admissions process? Medical School Admissions Doctor offers a roundup of expert and student voices in the field to guide prospective students in their pursuit of a medical education. The blog is currently authored by Dr. Ali Loftizadeh, Dr. Azadeh Salek and Zach Grimmett at Admissions Helpers , a provider of medical school application services; Dr. Renee Marinelli at MedSchoolCoach , a premed and med school admissions consultancy; Dr. Rachel Rizal, co-founder and CEO of the Cracking Med School Admissions consultancy; Dr. Cassie Kosarec at Varsity Tutors , an advertiser with U.S. News & World Report; Dr. Kathleen Franco, a med school emeritus professor and psychiatrist; and Liana Meffert, a fourth-year medical student at the University of Iowa's Carver College of Medicine and a writer for Admissions Helpers. Got a question? Email [email protected] .

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Student Profile: Kennedi Clemons

As a health promotion major, Kennedi Clemons has gained a solid foundation in the various perspectives she feels are essential to effecting change in public health and healthcare. Now a Class of 2024 graduate, she is excited to apply experience she’s gained in the classroom, in the field, and in the community to a career in the field of medicine.

“I firmly believe that every aspiring healthcare practitioner should have received adequate education regarding public health principles to effectively serve their community,” she said.

DEGREE OBJECTIVE:  B.S. in Health Promotion with Behavioral Medicine Emphasis, College of Public Health B.S. in Applied Biotechnology with Biomedical Sciences Emphasis, College of Agriculture & Environmental Sciences

EXPECTED GRADUATION: May 2024

HOMETOWN:  Stockbridge, GA

What attracted you to a degree in the field of public health? 

I was drawn to public health due to its deviation from the typical degree programs often pursued by pre-health students. The Health Promotion major provides a solid foundation for developing perspectives that are essential to effecting change in public health and healthcare. This includes understanding the impacts of social determinants of health, influencing health behaviors, and serving various communities with vastly different needs. I firmly believe that every aspiring healthcare practitioner should have received adequate education regarding public health principles to effectively serve their community.

Why did you choose your particular concentration? Certificate? Minor?

I opted to concentrate in Behavioral Medicine within my Health Promotion major, because it is specifically tailored specifically for pre-health students like me. It allowed me to fulfill all the prerequisites for medical school while studying my favorite public health topics.

I am also pursuing a second major at the College of Agriculture & Environmental Sciences in Applied Biotechnology. This major surprisingly overlaps with many of the requirements for my Health Promotion major, along with my pre-med requirements, so it was an easy addition. I was also interested in learning more about research methods in the biotechnology industry and how the entire system works together to address health problems and treat patients.

What do you consider to be the highlight of your time as a public health student?

I enjoyed participating in a service-learning project with the Habitat for Humanity ReStore that I engaged with as a part of a health promotion course. My group was assigned the mission of disseminating resources and information to the public about obtaining free or low-cost mobility equipment. Through the time I spent volunteering in the store and discussing our project with visitors, it was the first time I gained practical, hands-on experience with community outreach. This experience enhanced my understanding of how to ensure that public health messages are reaching the people who need them.

Are you engaged in any interesting research or outreach projects?

Research has been a huge part of my time here at the University of Georgia. I’ve done research surrounding various topics such as epigenetics, science education, and metabolomics. I am currently doing research about sexual and reproductive health. Participating in undergraduate research has given me the opportunity to refine skills such as attention to detail, collaboration, and problem solving. These experiences have helped to inform what direction my career is headed.

What did you do for your internship? What did you learn? What was the biggest challenge?

In my internship role, I am a research assistant supporting data collection and content analysis for a team studying the landscape of sexual and reproductive health across the nation. I pursued this internship because I wanted to incorporate research into my career in some capacity, and I wanted to continue the work that I began with this group last summer. This internship has further reinforced that the subject matter is very stigmatized, and future leaders must stay vigilant about ensuring that education and transparency about sexual and reproductive health is constantly improving rather than regressing. The biggest challenge I have faced thus far has just been juggling all my responsibilities as I prepare for graduation and future endeavors.

Do you have any volunteer experiences that were especially meaningful?

Volunteering with the Food Bank of Northeast Georgia was incredibly worthwhile. Food insecurity is more widespread than most people realize. This experience highlighted the coordinated efforts that lie behind essential public health efforts that pour into needs that our nation often overlooks and fails to address.

I also spent two years as a volunteer for UGArden through Serve UGA . I helped lead service events at UGArden where we assisted with tasks that help to maintain the farm. This experience allowed me to tap into my love of being outdoors while helping to inform others about the importance of sustainable agriculture and tackling food insecurity.

Do you have any external activities that you are passionate about?

I am passionate about environmentalism and sustainability, so I have found fulfillment through my current involvement with a fellowship under an organization called Mi Familia Vota . This fellowship provides a space to discuss intersectional issues related to environmental justice and immigration. I had the opportunity to participate in a Lobby Day at the Georgia State Capitol where I spoke with my representatives about the importance of supporting a bill related to environmental justice efforts in Georgia. As a result, I have realized that I would love to incorporate policy and advocacy efforts during my career.

What achievements during your time here are you most proud of?

I’m most proud of starting an organization on campus called Revive Book Club . It’s an organization dedicated to exploring literature by Black authors across various genres. As one of my favorite hobbies, I care deeply about spreading the love of reading and literature. I believe it’s incredibly important to encourage people to diversify their reading lists and amplify the voices of Black authors and creatives. Everyone deserves to see themselves as the main character, an opportunity that is rare for Black people within mainstream reading circles.

What insights have you gained as a public health student?

My journey as a public health student has taught me how interconnected the various aspects of life are and how this impacts public health. The struggles that many people experience such as affording healthcare, seeking social connection, combating career/educational burnout, crime victimization, and simply accessing basic needs are oftentimes not isolated occurrences that result from individual shortcomings. Instead, these hardships are structural and intentional even, taking on a whole new meaning for minorities and low SES populations. This is why it’s crucial to adopt a justice-minded perspective when analyzing current events and hot button societal issues, whether they are happening on a personal level or global scale.

What are your plans after graduation?

After graduation, I will be taking a gap-year and applying to medical school. My ultimate goal is to become a public health physician, combining my interest in medicine with my dedication to address health outcomes on a community level.

Posted May 13, 2024.

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Giovanni Biggers will use MAPS degree to boost others

He focused on business and public policy in the UNC Graduate School’s flexible interdisciplinary program.

Giovanni Biggers ’22, ’24 (MA) looks forward to putting the skills and knowledge he gleaned as part of the first class of the  Master of Applied Professional Studies  program to good use. Biggers would like to work for — or create — an organization to help underprivileged kids find avenues to higher education.

“Going to public school in Baltimore, there was a serious lack of resources. The schools were worn down, and, as a student, you just didn’t feel like you had any access to higher education or career opportunities,” Biggers said.

Biggers came to UNC-Chapel Hill by way of hard work in the classroom and on the football field. He continued excelling in both areas, graduating in 2022 with an interdisciplinary Bachelor of Arts in management and society.

Biggers wanted to stay at UNC-Chapel Hill but was unsure about his path to graduate school. He thought that no graduate program matched his aspirations precisely — until he heard about MAPS, which met his specific post-graduate needs. He will receive his MAPS degree at the University’s Spring Commencement.

Launched by the UNC Graduate School in 2023, MAPS is a flexible interdisciplinary graduate program for students who find value in a customized graduate degree. At the program’s core are a series of courses in leadership and business fundamentals designed to provide students with essential professional skills. Students pick their own concentration and design a program of study to meet their career needs and interests.

Biggers realized that the MAPS program would allow him to take classes in business and in public policy, fulfilling his goals and interests.

The MAPS program also allows students the scheduling flexibility, and students can attend part- or full-time, completing their degrees in as little as 18 months. This part of the program also appealed to Biggers, as it has for other MAPS students involved in athletics or other time-consuming endeavors.

“The MAPS classes were challenging but rewarding, and I was able to learn things that were applicable to what I want to do,” Biggers said. “I built my course of studies on business and public policy classes, where I could learn what I wanted to learn and also build leadership skills.”

Biggers is an example of one type of student that the program was created for, said Laura Kuizin, MAPS director.

“Throughout his time working on his master’s degree, Giovanni has consistently demonstrated a commitment to his education and a genuine passion for learning,” Kuizin said. “Giovanni made the most out of his time in the MAPS program, utilizing the flexibility of the program to design a curriculum unique to his professional goals. As he prepares to graduate and begin the next phase of his journey, I have no doubt that Giovanni will continue to make a positive impact and I look forward to celebrating his future successes.”

Ahead of Spring Commencement, Carolina graduates celebrated their achievements at ceremonies around campus.

Doctoral hooding speakers encourage curiosity

Encouraging a “culture of openness,” they charged graduates to stay collaborative and committed to service.

Rewatch 2024 Spring Commencement and Doctoral Hooding

The University celebrated the achievements of the Class of 2024 at Doctoral Hooding and Spring Commencement ceremonies.

Celebrating State Employee Recognition Week 2024

As North Carolina celebrates State Employee Recognition Week, Interim Chancellor Lee H. Roberts thanks Carolina employees for their work.

National Academy of Sciences elects 2 from Carolina

Sociology professor Arne Kalleberg and hepatitis researcher Dr. Stanley Lemon received the honor.

Eye clinic work led to perfect match

UNC School of Medicine graduate Dr. Tika Zbornik Thompson will soon begin a residency in ophthalmology at UNC Hospitals

The Class of 2024 writes a letter to Carolina

Through social media submissions, graduates share how the University has impacted their lives.

Look back at the Class of 2024’s big night

In this video from Carolina’s Spring Commencement, watch the celebration and catch the fireworks.

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Commitment to healthy people and communities unites 2024 graduates.

The UW School of Medicine and Public Health class of 2024 spans numerous fields but its members share a commitment to empathy and compassion, coupled with a dedication to providing remarkable care and performing innovative research. Through the myriad careers ahead of them, these Badgers will maintain commitment to a vision of healthy people and healthy communities.

The school’s health professions programs — Doctor of Medicine , Doctor of Physical Therapy , Master of Genetic Counselor Studies , Master of Physician Assistant Studies and Master of Public Health — held graduate recognition ceremonies from Thursday, May 9 through Saturday, May 11, as did many basic sciences graduate degree programs affiliated with the school.

Celebrations continued into Friday evening at the UW–Madison commencement ceremony for doctoral, master of fine arts and health professions graduates. Basic sciences master’s degrees were conferred during the Saturday commencement ceremony at Camp Randall stadium.

MD Graduate Recognition Ceremony: reflections on hard-earned lessons

Azure skies reflected by a shimmering Lake Mendota greeted MD graduates at the Memorial Union at UW–Madison. The class of 2024 began their studies at the height of the COVID-19 pandemic, an event that shaped the start of their medical education. In his remarks to graduates, Dean Robert N. Golden, MD, highlighted their unprecedented experience and how it shaped their learning.

“You are a very special class,” Golden said. “Most of you started your training here during the very dark, early days of the COVID pandemic. You have emerged from that fiery crucible with strong mettle, and hopefully with several lessons learned beyond what is taught in the classroom or through our formal curriculum.”

“COVID taught all of us about the need to continue to integrate medicine and public health. COVID also demonstrated the wisdom of societal investments in research, which made it possible for us to very quickly develop safe and effective vaccines and treatments. Beyond COVID, we see this every day in other vitally important areas, such as cancer, cardiovascular disease, neurosciences and autoimmune disorders.”

Golden described how pandemic insights directly translate to other contemporary health issues, such as the importance of communication and the impact of health disparities in underserved communities. These lessons continue to inform emerging issues, such as use of artificial intelligence in medicine, health impacts of climate change, and the emergence of new pathogens.

“Can the medical community lead the way in creating widespread recognition that access to good health and health care is a fundamental human right rather than a commodity?” he asked. “Now, the answers to these enormous important questions and challenges are in your hands.”

Student-selected faculty speaker Maxfield Flynn, MD, PhD, is an assistant professor of medicine heavily involved in medical education and mentorship. Flynn described how teaching medical students has challenged him to improve himself, his medical knowledge, and his approach to teaching and mentoring.

“You’ve asked me provocative questions and sometimes proposed no-win impossible scenarios,” Flynn said. “You’ve made me re-evaluate my thoughts about social justice, stigma in medicine, different learning abilities, and our ways of teaching. You challenge me to try new things and think new thoughts. It is frustrating and difficult and inspiring all at the same time. Thank you.”

Flynn shared three tenets he has learned through teaching — the value of humility, curiosity and kindness — and reflected on each.

“Our training as physicians is very long, and during that duration of time, it is inevitable that we all will go through trials and difficulties,” he said. “And yet through some of the hardest times, I have seen you offer comfort and support to each other. I’ve seen you express incredible kindness and empathy to our patients. And I love to be around it and to be a part of your learning because you remind me of what it takes to be a great physician.”

The event’s student speaker was Joshua Martens, who was chosen by his peers. Martens, who is a native of the Milwaukee suburb Franklin, Wisconsin, earned his undergraduate degree at UW–Madison majoring in neurobiology and kinesiology.

During medical school, Martens was selected for induction into national medical honorary society Alpha Omega Alpha, performed research in interventional and diagnostic radiology, and served as a peer leader and mentor to undergraduates interested in pursuing medicine.

“All of us started our journey to becoming physicians long before we ever arrived at the school,” Martens said. “Some of us dreamed of becoming doctors since we were kids, others discovered our calling on campus, volunteering in clinics, or while working in other professions. Nonetheless, our graduation today represents the culmination of years of tireless work and great sacrifices of time, energy and opportunity. Moreover, we stand on the shoulders of many family members, friends and mentors who sacrificed so much to allow us to succeed.”

Martens told the story of his great-grandfather, who came to the United States from Mexico to work difficult jobs in California, dreaming of opportunities for himself and his future family. In search of a better future, he moved to Illinois to work for a railroad company, where he climbed the ranks to become a leader at work and in his local community. It was there his great-grandfather met his great-grandmother, who had experienced her own hardships. Martens encouraged his peers to look to their ancestors for inspiration.

“There are many who persevered through hardship most of their lives, with only the ability to dream of the promise of our futures,” he said. “I know many of us along our medical journey have been told, whether by ourselves or others, ‘you will never make it,’ ‘the odds are against you,’ ‘consider a different path.’ There have been countless reasons to quit, yet we all stand here today, soon to be doctors, writing another chapter in our genealogical book of resilience and hard work.”

Among the other 172 graduating medical students in the class was Noah Trapp. After attending high school and college in Kansas, Trapp chose to work as a science teacher and eighth-grade baseball coach in the Mississippi Delta, one of the most under-resourced areas in the United States. There he witnessed the inequities his students faced in the classroom, and their struggles as they faced some of the worst health outcomes in the country.

During medical school Trapp participated in the global health program and conducted research to evaluate neurological outcomes in children with perinatal brain injury. He also founded a student interest group in neurology and volunteered with the MEDiC Free Clinics , while in his personal life he and his wife welcomed two children.

Trapp will pursue a residency in pediatric neurology at Mayo Clinic. He said this unique specialty will allow him to continue focusing on children, a passion that was sparked by teaching.

“I will have the opportunity to work with children and help study pediatric brains for the rest of my life, which I’m very excited about,” he said. “I love working with kids and I missed that about my work in the classroom, especially with children with special needs. Now I will get to work with them in the hospital and help them through some of the biggest challenges in their lives… I will always be a teacher at heart, and I can still be a doctor.”

Read more about Noah Trapp

The importance of representation in health care

Aderoju (Addie) Agboola’s journey to becoming a physician assistant began when an assigned reading on Black maternal mortality stopped her in her tracks. She had also struggled to find a health care provider that looked like her — so she decided to become one.

She said she chose to pursue a physician assistant degree because of its versatility and alignment with her interests, from primary care and addiction medicine to neonatal care. She is one of 56 Physician Assistant graduates in the class of 2024.

“Most importantly, when patients who look like me walk into the room, they know that there are things they won’t have to explain because I will understand,” she said. “I chose UW because it was clear to me while filling out the application that they cared about your ‘why.’ One of the most meaningful experiences from my time at [the school] was actually in the classroom. I know how cliche this will sound but my class is excellent in every single way. I have grown more than I have ever expected, I have made friendships that I will hold on to.”

Agboola plans to work at a federally qualified health center to start a career in primary care. She said her goal is to be the type of provider that all patients trust, honoring the individuality that exists for all patients.

“I want to be all the things I looked desperately for in my providers,” Agboola said. “I want to cultivate a space for patients to feel like they matter, to feel that their choices are respected regardless of if they align with mine.”

Read more about Addie Agboola

‘Healing through movement’: a passion for physical therapy

Muzammil (Muzzy) Chaudhry is one of 38 Doctor of Physical Therapy program graduates who will join the health care workforce. Chaudhry was inspired to join the profession because of his passion for empowering patients to heal themselves through movement and reconnect with activities that bring them joy.

Originally from Chicago, Chaudhry earned a bachelor’s degree in human development and family studies at UW–Madison, which provided a strong foundation for building deep relationships with patients and cultivating empathy. He said it also gave him a sense of the incredible support systems at the university, adding that the physical therapy program has introduced him to wonderful faculty and peers and cultivated an amazing learning experience.

“I am passionate about orthopedics and applying psychosocial strategies to health care to optimize patient outcomes,” Chaudhry said. “I chose physical therapy because of our ability to build strong patient connections. The program allows for a variety of extracurricular activities, maintains an amazing core faculty and has small class sizes. All of this makes every student feel valued and allows us to explore different aspects of the profession.”

One of his most meaningful experiences was creating a course called Cultural Humility for Health Equity, which he then offered to all UW School of Medicine and Public Health students. After graduation, Chaudhry is joining Mayo Clinic for an orthopedic residency.

“My dream is to split my time between being an orthopedic clinician and teaching both orthopedics and empathy coursework at a university,” he said. “I am excited to further expand my knowledge of orthopedic conditions and assist in teaching at their DPT program.”

Read more about Muzzy Chaudhry

Class of 2024 by the numbers

• Training in Urban Medicine and Public Health (TRIUMPH) : 13
• Wisconsin Academy for Rural Medicine (WARM) : 28
• Medical Scientist Training Program/MD-PhD (MSTP) : 8
• Doctor of Physical Therapy (DPT): 38
• Master of Genetic Counselor Studies (MGCS): 8
• Master of Physician Assistant Studies (MPAS): 56
• Master of Public Health (MPH): 59
• Master of Science in Biotechnology: 26
• Basic sciences graduate students: students completed studies in the school’s 14 graduate programs and 4 affiliated graduate programs

MD graduate photos by Todd Brown and Hallie Funk, SMPH Media Solutions

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Pandemic proved to be a revelatory time for PhD student

Shannon whittaker, phd ’24 (social and behavioral sciences, public health).

If you think writing a dissertation is hard, try doing it during a pandemic.

Shannon Whittaker, who is graduating from the Yale School of Public Health this spring with a PhD in social and behavioral sciences and public health, started her dissertation while COVID-19 had shut down most of the world. She calls it the most revelatory point of her time at YSPH. It was as much a self-revelation as a scholarly one.

“I learned to rely on and trust myself and my instincts, which fostered a sense of self-reliance,” she said.

“I also learned how to compartmentalize research and my personal life,” she added. “Instead of working around the clock, since I was working from home, I treated my PhD like a 9-to-5 job – sometimes a 9-to-2, even – which allowed me to take care of myself mentally while also increasing productivity. Even as the world returns to ‘normal,’ I’ve retained this change to achieve work-life balance.”

Whittaker earned her MPH from Brown University in 2015 after receiving her BA in public health there the previous year. She came to YSPH in 2018, interested in researching the intersection of race, health, and history, and how social, structural, and political processes impact the health of marginalized communities, especially Black communities.

YSPH, she said, has profoundly shaped her development as a scholar. During her time here, she has earned two competitive grants: the National Institutes of Health’s Ruth L. Kirschstein Predoctoral Individual National Research Service Award (a/k/a the F31) , and the Robert Wood Johnson Foundation Health Policy Research Scholars Fellowship . She has also collaborated with researchers from various disciplines on three first-authored published manuscripts.

In addition, Whittaker helps other students acclimate to YSPH as a diversity fellow with the Office of Student Development and Diversity. This is where she said her most significant contribution to YSPH took place: helping create a space for underrepresented students and advocating for them.

“It was here that I learned what type of scholar I wanted to be,” she said. “I came to understand that while the path to impactful science often involves challenges, the privilege of contributing to knowledge production is one I deeply appreciate.”

Whittaker said that every professor she’s had at YSPH has helped shape her, Three in particular stand out. Danya Keene , associate professor of social and behavioral sciences, was Whittaker’s advisor and guided her through the intricacies of research. Trace Kershaw , SBS department chair and Susan Dwight Bliss Professor of Public Health (Social and Behavioral Sciences), “consistently offered unwavering support” in her six years here. Carolyn Roberts , assistant professor of history of medicine and science of medicine, and of African American studies, was a valued mentor. “Her guidance emphasized the importance of exploring beyond the boundaries of my discipline,” Whittaker said.

Whittaker is exploring all the options available to her after graduation, but that journey will begin with a postdoctoral fellowship at the Center for Innovation in Social Science at Boston University. She said she will miss having as much access to “my YSPH family,” but that she’s looking forward to experiencing life “beyond the PhD bubble.”

Whittaker leaves YSPH with one important piece of advice for the students following her: “Resist being molded.”

“Academia takes a one-size-fits all approach, which does not always work because we all exist within our own context,” she said. “Who do you want to be? What kind of research do you want to do? I think before starting a program you should ask yourself those questions and make sure to check in with yourself as often as possible to stay grounded and remain true to who you are. Also, surround yourself with people who will always bring you back to you.”

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UTA public health graduate focused on helping others

Thursday, May 09, 2024 • Neph Rivera : contact

When Jessica Douglas first stepped foot on The University of Texas at Arlington campus, it marked a new beginning but with a familiar focus: helping people.

Douglas took a decade-long break to raise her children and train as a doula. But in 2019, she decided to return to school. On May 10, she will officially earn her Master of Public Health degree, crossing the stage with 5,700-plus Mavericks at Globe Life Field.

She’s also earned the prestigious Gerry C. Gunnin, Ph.D., Public Health Memorial Fellowship, considered the most competitive public health fellowship in Dallas-Fort Worth. Douglas will spend 10 weeks working for Texas Health Resources on a variety of community health initiatives.

“I always knew that at a certain point, I would go back to school and go into a profession that was patient-centered,” she said.

Douglas graduated from Houston Community College and then enrolled at the New Mexico College of Midwifery. While apprenticing with a midwife, she decided to take a break from her higher education goals to focus on her family. She had two children at that point and would eventually have two more. But she said she always knew school was still in her future when the time was right.

She originally applied to UTA’s nursing program, but then looked into public health and became hooked with helping people on a community-wide scale.

“I have tons of life experience, have lived through lots of things and have been on both the provider and patient sides,” she said. “The public health space just seems like the right place for me.”

The life experience that Douglas wants to bring to the field is filled with both tragedy and triumph. She had five miscarriages and a stillbirth; she also had two home births and two in a hospital. She wants to make sure moms like her have more positive experiences.

“The United States has not such a great track record with maternal health and outcomes; we’re pretty low across the board,” Douglas said. “There’s a lot of room for growth and change, and it’s what I’m comfortable with because it’s what my experience is in.”

She applied for the fellowship at the urging of Erin Carlson, clinical professor and founding director of UTA’s graduate public health programs. Douglas has worked with her as a UTA public health program assistant.

“Dr. Carlson was the reason I went into the graduate program,” Douglas said. “I was able to be a professional working alongside her instead of just studying under her. She is a great and knowledgeable mentor.”

Douglas said she finds herself looking back on her time as a Maverick, grateful for the support she received from her husband and the connections she made at UTA.

“I’ve made some really good relationships, and I’m excited to celebrate their accomplishments as well,” she said. “It’s not just about me. It’s about the people I’ve met along the way.”

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Graduate student in public health program awarded international fellowship

Babita Bhetwal, a graduate student in the Master of Public Health program, was awarded the AAUW International Fellowship for Women , which supports women pursuing full-time graduate or post-doctoral study and are not full-time U.S. citizens.

The $20,000 fellowship will cover Bhetwal’s living expenses and tuition and fund her research. She will complete her study titled “Awareness, Knowledge, and Attitudes,” examining cervical cancer, screening and vaccination against human papillomavirus among Nepalese Tamang women residing in Nuwakot, Nepal.

“The study design is cross-sectional,” Bhetwal said. “Through this research, I aim to impact the lives of women who have experienced health disparities.”

While Bhetwal pursued this fellowship, Boise State’s School of Public and Population Health faculty worked with her to provide invaluable guidance and encouragement.

“I am thankful for each of them and will be forever thankful to them,” she said. “To be specific, I am thankful to Dr. Reina-Ortiz, Dr. Sharma and Dr. Schafer for providing their support and guidance during my application process.”

According to Bhetwal, the Master of Public Health program offers “diverse learning opportunities, engaging course content with a lot of focus on practical experiences, and the opportunity to network with faculty and the industry.”

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Grace John-Stewart receives the 2024 Marsha L. Landolt Distinguished Graduate Mentor Award

Congratulations to University of Washington School of Public Health faculty Grace John-Stewart for receiving the 2024 Marsha L. Landolt Distinguished Graduate Mentor Award! The Landolt Award recognizes faculty who exemplify excellence in graduate student education. John-Stewart along with the other UW award recipients will be honored on June 6, at the annual UW Awards of Excellence Ceremony.

“Mentoring is important to me because I benefitted from amazing mentorship, and I have found mentoring incredibly fulfilling,” said John-Stewart. “As a mentor, you get to be a part of the journey of unique and remarkable people. Throughout the journey, ideas are developed, projects are birthed, and paths emerge, which transforms both mentee and mentor.”

John-Stewart is a professor in global health, epidemiology, pediatrics and medicine, and director of the Center for Integrated Health of Women, Adolescents and Children (Global WACh), and her interdisciplinary expertise in these areas has led her to make a profound impact on those of whom she has mentored.  

“I was Dr. John-Stewart’s first mentee and I consider myself incredibly fortunate to have been placed in this position,” said Carey Farquhar, interim chair of global health. “She is one of the most intelligent and insightful people I know and yet she was somehow able to make the process by which she arrived at her decisions accessible to me during my early years of training. Twenty-four years later I consider her to be the most influential person in my career development at UW.”

Throughout her 25-year tenure at the UW, John-Stewart has mentored 135 individuals, spanning from undergraduates and master’s degree students, through pre-doctoral and postdoctoral fellows, to junior and mid-career faculty, with a strategic and thoughtful approach. Her commitment to diversity and inclusivity is also evident in her mentorship, with 87 of her mentored graduate students identifying as women, and 33 international students from nations across Africa.

“The impact of Dr. John-Stewart’s ongoing research and mentoring continues to multiply, partly because many of her mentees, the “second generation” mentees of those mentees, and now a few “third generation” mentees have, themselves, become outstanding mentors and researchers,” said Farquhar. 

Lauren Christiansen-Lindquist Receives Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education

By Kelly Jordan

An emphasis on excellence in teaching and research is central to the mission of the Rollins School of Public Health. This is exemplified each spring as several students, faculty, and staff are recognized with awards for their leadership , research, and teaching. Among the most prestigious teaching awards offered at Emory University is the Provost’s Distinguished Teaching Award for Excellence in Graduate and Professional Education .

Extended to a faculty member from each of the university’s seven graduate and professional schools who “excel as teachers within formal and informal educational settings,” this year’s recipient from Rollins is Lauren Christiansen-Lindquist , PhD, assistant teaching professor.

“Teaching is at the core of all that I do (in the classroom, mentoring, public health practice, and certainly parenting!), and it is such an honor to be recognized for something that is so close to my heart,” says Christiansen-Lindquist. “It’s a privilege to get to share my love of epidemiology with our students and equip them with the tools they need to address public health problems that are meaningful to them.”

Finding Passion, Purpose Through Teaching

Christiansen-Lindquist developed her love for teaching serendipitously. While she was pursuing her PhD in epidemiology, she dreaded the teaching assistantship required of the program due to her fear of public speaking.

“A few weeks into my first semester as a teaching assistant, I became more comfortable talking in front of the class, and quickly learned that not only did I love epidemiology, but I wanted everyone else to love it as much as I did. Since then, I've devoted much of my career to making complex epidemiologic concepts accessible.”

Among Christiansen-Lindquist’s many accomplishments articulated in her nomination letter by Timothy L. Lash, DSc, O. Wayne Rollins Distinguished Professor of Epidemiology and Chair, include her contributions to the Department of Epidemiology as director of graduate studies. Through this role, which she has held since 2019, Christiansen-Lindquist led the department’s transition to remote learning during the pandemic, switch to hybrid learning in 2020-2021, and return to a primarily in-person model in 2021-2022.

She co-led the development of new diversity, equity, and inclusion competencies that are now being incorporated into the department’s curriculum and has served as a mentor for students in the department. Earlier this spring, Christiansen-Lindquist also added “textbook author” to her resume with the release of Fundamentals of Epidemiology , co-authored with Kristin Wall, PhD (who was selected as one of this year’s Department of Epidemiology Distinguished Teaching Award winners ).

Approaching Learning with Empathy, Care

Lash noted Christiansen-Lindquist has taught 13 graduate or undergraduate courses in epidemiology at a range of levels and calls her ability to teach students with a breadth of foundational knowledge, “remarkable.”

He writes, “For each course, her lectures and graded evaluations are well-calibrated to the audience’s readiness to learn and to the size of the classroom. I have never known anyone else who has attempted to teach across this spectrum, let alone mastered the material and teaching at all levels. It is truly an exceptional skill set. Student evaluations of all these courses uniformly praise their learning experiences.”

Christiansen-Lindquist’s teaching also extends to her role as the mother of three young boys, whose at-home learning she shepherded throughout the pandemic. Lash notes that she also, “helped with education and programming at her sons’ schools throughout the pandemic, and co-developed the plans for pandemic management at their schools for fall 2021.”

Christiansen-Lindquist’s warmth and thoughtfulness in how she approaches her students and delivers course content are among many of her qualities applauded by students in their glowing course evaluations.

“Dr. Christiansen-Lindquist is an excellent instructor, mentor, colleague, and even friend,” writes MPH student Caroline Beasley in their nomination letter. “There are so many faculty at Rollins who stand out to me and are deserving of an award like this one, but I think it speaks volumes that Dr. Christiansen-Lindquist is the one who came first to mind for me.” 

Previous testaments to Christiansen-Lindquist’s teaching excellence include her receipt of the 2023 Tom Koepsell & Noel Weiss Excellence in Education Award , the Department of Epidemiology’s Distinguished Teaching Award (2019), and Rollins Student Government Association Professor of the Year (2016 and 2021). 

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Master of Science in Population and Public Health (MSc)

Canadian immigration updates.

Applicants to Master’s and Doctoral degrees are not affected by the recently announced cap on study permits. Review more details

Go to programs search

The School of Population and Public Health offers a research-oriented Master of Science degree program. Open to students with a wide range of academic backgrounds, the program enables students to gain core knowledge and skills in epidemiological and biostatistical methods and gain research experience by applying these methods to a thesis under the supervision of a faculty member. Students can pursue thesis research in a wide variety of topics related to the health of populations and the delivery of health services.

For specific program requirements, please refer to the departmental program website

This program allows me to combine my multiple research interests such as infectious diseases, women’s sexual and reproductive health and implementation science into a master’s thesis. I am also very fortunate to be working with Dr. Gina Ogilvie, Dr. Beth Payne and other expert researchers from the Global Control of HPV Related Diseases and Cancer team whose work is embedded in the public health system.

Kiran Parmar

Quick Facts

Program Enquiries

Admission information & requirements, 1) check eligibility, minimum academic requirements.

The Faculty of Graduate and Postdoctoral Studies establishes the minimum admission requirements common to all applicants, usually a minimum overall average in the B+ range (76% at UBC). The graduate program that you are applying to may have additional requirements. Please review the specific requirements for applicants with credentials from institutions in:

• Canada or the United States
• International countries other than the United States

Each program may set higher academic minimum requirements. Please review the program website carefully to understand the program requirements. Meeting the minimum requirements does not guarantee admission as it is a competitive process.

English Language Test

Applicants from a university outside Canada in which English is not the primary language of instruction must provide results of an English language proficiency examination as part of their application. Tests must have been taken within the last 24 months at the time of submission of your application.

Minimum requirements for the two most common English language proficiency tests to apply to this program are listed below:

TOEFL: Test of English as a Foreign Language - internet-based

Overall score requirement : 100

IELTS: International English Language Testing System

Overall score requirement : 7.0

Other Test Scores

Some programs require additional test scores such as the Graduate Record Examination (GRE) or the Graduate Management Test (GMAT). The requirements for this program are:

The GRE is required by some applicants. Please check the program website.

Prior degree, course and other requirements

Prior degree requirements.

Students admitted to the M.Sc. degree program must possess a bachelor’s degree (or recognized equivalent) in the health sciences or a related area.

2) Meet Deadlines

3) prepare application, transcripts.

All applicants have to submit transcripts from all past post-secondary study. Document submission requirements depend on whether your institution of study is within Canada or outside of Canada.

Letters of Reference

A minimum of three references are required for application to graduate programs at UBC. References should be requested from individuals who are prepared to provide a report on your academic ability and qualifications.

Statement of Interest

Many programs require a statement of interest , sometimes called a "statement of intent", "description of research interests" or something similar.

Supervision

Students in research-based programs usually require a faculty member to function as their thesis supervisor. Please follow the instructions provided by each program whether applicants should contact faculty members.

Instructions regarding thesis supervisor contact for Master of Science in Population and Public Health (MSc)

Citizenship verification.

Permanent Residents of Canada must provide a clear photocopy of both sides of the Permanent Resident card.

4) Apply Online

All applicants must complete an online application form and pay the application fee to be considered for admission to UBC.

Research Information

Research focus.

Epidemiology, clinical epidemiology, biostatistics, community health, global health, health services management and planning, health services research, health-care policy, occupational and environmental health, and preventive medicine and health promotion.

Tuition & Financial Support

Financial support.

Applicants to UBC have access to a variety of funding options, including merit-based (i.e. based on your academic performance) and need-based (i.e. based on your financial situation) opportunities.

Scholarships & awards (merit-based funding)

All applicants are encouraged to review the awards listing to identify potential opportunities to fund their graduate education. The database lists merit-based scholarships and awards and allows for filtering by various criteria, such as domestic vs. international or degree level.

Graduate Research Assistantships (GRA)

Many professors are able to provide Research Assistantships (GRA) from their research grants to support full-time graduate students studying under their supervision. The duties constitute part of the student's graduate degree requirements. A Graduate Research Assistantship is considered a form of fellowship for a period of graduate study and is therefore not covered by a collective agreement. Stipends vary widely, and are dependent on the field of study and the type of research grant from which the assistantship is being funded.

Graduate Teaching Assistantships (GTA)

Graduate programs may have Teaching Assistantships available for registered full-time graduate students. Full teaching assistantships involve 12 hours work per week in preparation, lecturing, or laboratory instruction although many graduate programs offer partial TA appointments at less than 12 hours per week. Teaching assistantship rates are set by collective bargaining between the University and the Teaching Assistants' Union .

Graduate Academic Assistantships (GAA)

Academic Assistantships are employment opportunities to perform work that is relevant to the university or to an individual faculty member, but not to support the student’s graduate research and thesis. Wages are considered regular earnings and when paid monthly, include vacation pay.

Financial aid (need-based funding)

Canadian and US applicants may qualify for governmental loans to finance their studies. Please review eligibility and types of loans .

All students may be able to access private sector or bank loans.

Foreign government scholarships

Many foreign governments provide support to their citizens in pursuing education abroad. International applicants should check the various governmental resources in their home country, such as the Department of Education, for available scholarships.

Working while studying

The possibility to pursue work to supplement income may depend on the demands the program has on students. It should be carefully weighed if work leads to prolonged program durations or whether work placements can be meaningfully embedded into a program.

International students enrolled as full-time students with a valid study permit can work on campus for unlimited hours and work off-campus for no more than 20 hours a week.

A good starting point to explore student jobs is the UBC Work Learn program or a Co-Op placement .

Tax credits and RRSP withdrawals

Students with taxable income in Canada may be able to claim federal or provincial tax credits.

Canadian residents with RRSP accounts may be able to use the Lifelong Learning Plan (LLP) which allows students to withdraw amounts from their registered retirement savings plan (RRSPs) to finance full-time training or education for themselves or their partner.

Please review Filing taxes in Canada on the student services website for more information.

Cost Estimator

Applicants have access to the cost estimator to develop a financial plan that takes into account various income sources and expenses.

Alumni on Success

Melina Albanese

Job Title PhD Candidate

Employer University of Toronto

Enrolment, Duration & Other Stats

These statistics show data for the Master of Science in Population and Public Health (MSc). Data are separated for each degree program combination. You may view data for other degree options in the respective program profile.

ENROLMENT DATA

Completion rates & times.

• Research Supervisors

Advice and insights from UBC Faculty on reaching out to supervisors

These videos contain some general advice from faculty across UBC on finding and reaching out to a supervisor. They are not program specific.

This list shows faculty members with full supervisory privileges who are affiliated with this program. It is not a comprehensive list of all potential supervisors as faculty from other programs or faculty members without full supervisory privileges can request approvals to supervise graduate students in this program.

• Anis, Aslam (cost effectiveness of AIDS treatments; drug assessments – pharmacoeconomics; health care economics; health regulations, Health economics, rhematoid arthritis, biologic therapies)
• Bansback, Nick (inform policies and practices in health through the application of)
• Bhatti, Parveen
• Black, Charlyn (Public and population health)
• Brauer, Michael (Environmental and occupational health and safety; Health sciences; Public and population health; air pollution; built environment; Community Health / Public Health; environmental health; environmental epidemiology; healthy cities; remote sensing)
• Brussoni, Mariana (Developmental psychology; Psychosocial, sociocultural and behavioral determinants of health; Population health interventions; injury prevention; Children's outdoor play; Risky play; Parenting; health behaviour change; Implementation Science)
• Bryan, Stirling (Economics of health care, policy, from UK)
• Cox, Susan (Other medical sciences; Sociology and related studies; Arts (arts, history of arts, performing arts, music), architecture and design)
• Davies, Hugh William (Environmental and occupational health and safety; Health sciences; Public and population health; Antineoplastic drug hazards; Community Health / Public Health; environmental health; Exposure Assessment; Noise and Health; Occupational Health; Occupational Safety and Health)
• Deering, Kathleen (Medical, health and life sciences)
• Dummer, Trevor (health geography, cancer prevention, environmental exposures, health inequalities, geographic information science, obesity, risk factors, Environmental epidemiology and environment and health interactions, with specific emphasis on cancer etiology and cancer prevention)
• Elango, Rajavel (Protein Nutrition, Maternal-Fetal Nutrition, Childhood Malnutrition, Amino Acid Metabolism, Human Nutrition )
• Frank, Erica (Health sciences; Public and population health; Other education; Free accredited education; Preventive Medicine; Sustainable Architecture and Landscape Architecture; Holocaust studies; Exile Reintegration)
• Gadermann, Anne (Social determinants of health; Housing and homelessness; Quality of)
• Gilbert, Mark (Public and population health; Development, implementation, evaluation and scale-up of innovative sexual health programs; Gay men’s sexual health, including sexual health literacy; Synergistic and integrated dynamics of infectious diseases, mental illness and other conditions)
• Greyson, Devon (Health-related information practices of youth, parents, and families; Intersection between information practices and health behavior,; Cannabis use decision making in pregnancy and lactation; Vaccine confidence and decision making about vaccination; Disinformation in social media support communities; Online communication among young parents)
• Guhn, Martin (Developmental psychology; Psychosocial, sociocultural and behavioral determinants of health; social context and child development/well-being; Population health; social determinants of health)
• Henderson, Sarah (Environmental and occupational health and safety; wildfire smoke; air pollution; Extreme weather events; environmental health; radon gas; Food safety; Water quality)
• Janssen, Patricia (Health sciences; Public and population health; Gestation / Parturition; health of marginalized women; Lifestyle Determinants and Health; maternal child health; mobile health for pregnancy and parenting; Perinatal Period; social determinants of health)
• Joseph, K.S. (Pregnancy complications, preterm birth, fetal growth, infant mortality, neonatal)
• Kalua, Khumbo (Population health interventions; Infectious diseases; Global health; Epidemiology (except nutritional and veterinary epidemiology); Neglected Tropical Eye Diseases; Global Eye Health; Cluster Randomized Trials; Implementation Science; International Global Health; Community Based Research; Clinical trials)
• Karim, Ehsan (Biostatistical methods; Survey methodology and analysis; Statistical learning; Epidemiology (except nutritional and veterinary epidemiology); Public and population health, n.e.c.; Causal inference; Biostatistics; Statistics; Machine Learning; data science; Survey data analysis; multiple sclerosis)
• Kassam, Rosemin (Medical, health and life sciences; Child Health, Malnutrition, Adult Chronic Disease, Geriatrics)
• Kazanjian, Arminee (Cancer Survivorship, Knowledge Exchange and, Translation, Psychosocial oncology, Palliative care in cross-cultural context, Vulnerable populations, including women)
• Kershaw, Paul (child care, parental leave, work-life balance, social policy, social citizenship, responsibilities and rights, gender and politics, income assistance, child benefit package, social inclusion, neighbourhood effects on child development, Canadian federalism, Citizenship, detrimants of Health, social care)

Sample Thesis Submissions

• A quantitative assessment of access to medicines in Canada using administrative and survey data
• Health equity analysis of awareness of GetCheckedOnline in communities outside Vancouver, British Columbia
• Association between neighbourhood built environment and multimorbidity in a cohort of British Columbians
• Residential exposure to noise and language development : effect modification by residential greenspace
• The impact of reference pricing on prescribing patterns, costs, and health services utilization of proton pump inhibitors and statins of British Columbia
• Understanding how cannabis use features in the gender experiences of transgender, non-binary and gender non-conforming (TGNC) youth populations
• Health-related quality of life in individuals living with rheumatoid arthritis
• Individual- and neighbourhood-level risk factors for the use of alcohol, cigarettes, cannabis, and e-cigarettes : a population-based study among Canadian adults
• Role of medical student and resident doctors' representative organizations in health policy process in Pakistan
• The serum metabolome and breast cancer risk
• Association between built environment factors and post-menopausal breast cancer : Alberta’s tomorrow project
• The social impact of cervical cancer on women and children in Uganda
• The impact of the COVID-19 pandemic on work-related mental disorder claims among healthcare workers : an interrupted time series analysis
• Evaluating the impact of the blood glucose test strips reimbursement limitations in the British Columbia PharmaCare plan on utilization, costs and health outcomes
• Violence, gender, and sex work criminalization : exploring the impact of intersecting structural conditions on men and non-binary sex workers’ experiences with workplace violence and occupational safety

Related Programs

Same specialization.

• Doctor of Philosophy in Population and Public Health (PhD)
• Master of Public Health (MPH)
• Master of Public Health and Master of Science in Nursing (MPH/MSN)

Same Academic Unit

• Master of Health Administration (MHA)
• Master of Health Science (MHSc)
• Master of Science in Occupational and Environmental Hygiene (MSc)

Further Information

Specialization.

The School of Population and Public Health (SPPH) offers both research-oriented and professional/course-based graduate programs.

Professional programs

• The Master of Public Health focuses on illness prevention and health promotion and integrates learning in epidemiology; biostatistics; the social, biological and environmental determinants of health; population health; global health; disease prevention and health systems management with skill-based learning in a practicum setting.
• The Master of Health Administration is a professional program for clinicians, administrators, researchers and managers who are seeking solutions to today’s complex health delivery issues. Take courses with a multi-disciplinary perspective in health systems, policies and management along with foundational business skills
• The Master of Science in Occupational and Environmental Hygiene (MSc OEH) program provides the skills and knowledge to anticipate, recognize, evaluate, and control chemical, physical and biological hazards in workplace and community environments.

Research-based Programs

• Master of Health Science (MHSc) applicants must have an MD or equivalent, including dentistry or veterinary medicine, and will learn skills that can be applied to their academic and clinical interests, bolstering their research abilities and opportunities.
• The Master of Science in Population and Public Health program teaches core knowledge and skills in epidemiological and biostatistical methods and allows students to gain research experience by applying methods to a thesis under the supervision of a faculty member. Students can pursue thesis research in a wide variety of topics related to the health of populations and the delivery of health services.
• The PhD program at SPPH is intended for students who wish to obtain advanced research training that will enable them to conduct independent investigative research.

UBC Calendar

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Departments/Programs may update graduate degree program details through the Faculty & Staff portal. To update contact details for application inquiries, please use this form .

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We acknowledge that the UBC Vancouver campus is situated on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam).

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Tuition for the PhD program is about $5,400 CAD per year for Canadian students, and about $9,500 for international students. Student fees are about $1,100 CAD per year (fees are in addition to the tuition). Tuition and fees amounts are divided into three approximately equal payments per year, due in September, January, and May. The PhD tuition is the standard degree program rate. The exact amounts are listed in the Academic Calendar (scroll to the bottom of the page). More information about student fees is available from G+PS. We encourage applicants to review the information on cost of living .

Minimum Funding Guarantee

SPPH offers a minimum funding guarantee of $24,000 per year for the first four years in your PhD program.  All new full-time admissions to the SPPH PhD program will receive an offer of admission from the program that includes a funding package. The funding package may consist of any combination of external or internal scholarships, research assistantships, teaching assistantships, or income from other academically-related work at UBC (e.g. graduate administrative assistantships, lectureships). At your request, income from other employment in your field of research may be considered part of the funding package, whether the work occurs on or off campus. You may be required to disclose your sources and amounts of university employment income or scholarship funding, as well as other income sources to the graduate program, and you must inform the program immediately of any new or additional funding sources. You will be able to accept or decline the package as a whole or only accept specific components.

See  here  for full details.

Awards, Graduate Assistantships, & Teaching Assistantships

The PhD program recognizes that SPPH and UBC are situated on the traditional, ancestral, and unceded territory of the xʷməθkʷəy̓əm (Musqueam). In partial recognition of the past, present, and future benefits that all members of the SPPH community receive from the use of this land, the PhD Program reserves departmental funding to support indigenous student(s) in their first four years of PhD study. Indigenous applicants are encouraged to contact the program for more information about specific supports for Indigenous students at UBC, such as the Indigenous Graduate Fellowships .

The PhD program encourages students to apply for scholarship funding. Major funding competitions include the Vanier Scholarship , the UBC Affiliated Fellowships or the Canada Graduate Scholarships-Doctoral Program (CGSD, this competition includes CIHR Awards). A list of other funding opportunities is available on the G+PS website: Award Opportunities . Applicants are encouraged to apply for funding. Applicants may apply for the Vanier Scholarship, Affiliated Fellowships, CGSD, and Spring Graduate Awards before they begin their studies.

Graduate research assistantship (GRA) positions are normally obtained through supervisors. Students can also apply for open positions listed on the SPPH website or via the UBC WorkLearn program . Teaching Assistant (TA) positions for SPPH are also posted on the SPPH website . Please note that most students do not TA in their first year, but will TA graduate courses after they have taken them. TA positions in other departments may also be open to PhD students.