Doctor of Health Sciences Degree Online
Online Healthcare Degree
The A.T. Still University (ATSU) Doctor of Health Sciences (DHSc) online program prepares students to better understand and effectively manage and evaluate solutions to the ongoing challenges of healthcare access, cost and quality.
This advanced online health science degree program provides health professionals with the knowledge and skills to excel in project management, decision-making, organizational leadership, establishing evidence-based standards and gaining competencies to apply research to professional practice.
Offered through the ATSU College of Graduate Health Studies (CGHS), the health science degree online program consists of 70 credit-hours of study: 64 credit-hours of distance education, plus a 6 credit-hour course which includes a one-week residency held in Arizona.
Students have the opportunity to focus on one of three concentration areas: Global Health, Leadership and Organizational Behavior, or Fundamentals of Education. The health science online degree program promotes application of research to professional practice through completion of an applied research project.
Doctor of Health Sciences Program Outcomes
According to a 2012 survey of ATSU Doctor of Health Sciences alumni, there is consensus among graduates that the program prepared them for leadership roles in healthcare and academia. Alumni agree that the online health sciences degree program:
- Prepared them to critically review literature (100%)
- Strengthened their skills in applying research (98%)
- Enhanced their ability to appreciate diverse philosophies (98%)
- Developed their skills to write more effectively (95%)
- Equipped them for the future of healthcare (88%)
- Readied them for leadership roles (85%)
Doctor of Health Sciences (DHSc) vs. Doctor of Philosophy (PhD)
The Doctor of Health Sciences degree is a unique approach to doctorate level health education. The ATSU Doctor of Health Sciences degree provides interdisciplinary scholarship and added value to health professionals in comparison to the traditional PhD.
Doctor of Health Sciences Program Guide +
The ATSU Doctor of Health Sciences degree post-professional program offers focused, interprofessional learning in a flexible, online environment tailored for busy healthcare professionals. The online health science degree is achievable in three years, has various areas to concentrate learning and 95 percent of study can be completed online.
The Doctor of Health Sciences Program Guide includes additional details about ATSU and the health science degree online program, provides answers to application and tuition questions, and offers additional course descriptions and concentration information.
A.T. Still University is accredited by the Higher Learning Commission, a commission of the North Central Association of Colleges and Schools, 230 S. LaSalle Street; Suite 7-500; Chicago, IL 60604, Phone: 800.621.7440.
Degree-granting authority for CGHS has been given by the Arizona State Board for Private Postsecondary Education, 1400 West Washington Rd., Room 260, Phoenix, AZ 85007. Phone 602.542.5709.
- Academic Educator
- Athletic Trainer
- Dental Hygienist
- Health Specialist
- Healthcare Administrator
- Healthcare Consultant
- Pharmaceutical Researcher
- Medical Technician
- Registered Nurse
- Occupational Therapist
- Physical Therapist
- Physician Assistant
- Public Health Administrator
- Respiratory Therapist
- Social Worker
- Speech Pathologist
Student Insights +
I think what best summarizes my choice of the DHSc was its direct relation to health sciences as opposed to some of the more arcane disciplines inherent in many PhD programs. This is not an exercise in merely obtaining a doctorate degree but in obtaining a degree which can actually further my educational and professional goals.
~Mark, ATSU DHSc student
The DHSc is the best of both worlds. It is the integration of both research and practice. It is the focus on applied research with the end goal to affect the delivery of healthcare.
~Melanie, ATSU DHSc student
I wanted more of a liberal and critical preparation approach to academics. The DHSc fits the need. It prepares us for clinical continuation, but has the applied portions of thinking infused with research.
~Debbie, ATSU DHSc student
Doctor of Health Sciences Degree Faculty
Six full-time and many adjunct faculty provide expert instruction within the health science online degree program. This structure provides students exposure to a variety of teaching styles and learning opportunities by a faculty with diverse healthcare-related backgrounds and experiences.
Don Altman, DDS, DHSc, MPH, MBA, MA
Dr. Don Altman, is the Dean for CGHS as well as Professor and Chair, Department of Public Health (CGHS) and Director, Public Health & Research at the Arizona School of Dentistry & Oral Health. He has been with the University since October 2006.
Dr. Altman graduated from The University of Texas Dental Branch (DDS) in 1983. He completed his Master of Public Health degree at The University of Texas School of Public Health in 1989 and became Board Certified in Dental Public Health in 1999. Dr. Altman completed his MBA at The University of Phoenix (2002) and a MA in Bioethics from Midwestern University (2004). He graduated with a Doctor in Health Science (DHSc) degree in March 2012 from the Arizona School of Health Sciences at A.T. Still University.
Dr. Altman has worked for The City of Houston, the State of Texas, the State of Arizona, as well as The Principal Financial Group. Dr. Altman’s public health experience includes: serving as President of the Arizona State Board Dental Examiners; serving as President of the Arizona Public Health Association; volunteering with Health Volunteers Overseas (Cambodia and Vietnam); Director of the National Oral Health Leadership Institute; and serving as the Consumer Representative to the Dental Products Panel for the Food and Drug Administration. On May 1, 2012 he was appointed as a Director to The American Board of Dental Public Health.
Dr. Altman’s research interests are currently centered on public health and higher education. He has published articles in the Journal of Dental Education, Journal of the American Dental Association, Public Health Reports, Special Care in Dentistry, and Community Dentistry and Oral Epidemiology.
- Don Altman, DDS, DHSc, MPH, MBA, MA
Associate Dean +
Katherine M. Adler, DHA, FACHE
Associate Dean of Academic Success and Assessment
Dr. Adler is the Associate Dean for Assessment and Student Success at the College of Graduate Health Studies (CGHS). She began teaching for the College of Graduate Health Studies in 2006, became the Program Chair for Health Administration in 2009, and became the Associate Dean in 2012.
Dr. Adler holds a Doctorate in Healthcare Administration and Leadership from the Medical University of South Carolina. She has more than 25 years of varied experience in the not-for-profit health care industry, spending the bulk of her career working at safety-net hospitals in urban Detroit.
During her tenure in administrative roles, Dr. Adler worked closely with physicians in medicine and surgery, having direct oversight of those departments and subspecialties, and gained extensive knowledge in public health, epidemiology, social and behavioral sciences, and environmental health sciences. Through her formal training and work, Dr. Adler has a strong background in health services administration as well as public health. She is a patient advocate, understands the plight of the underserved and underinsured, and has worked to incorporate patient-centered care into the curriculum with the understanding that prevention and whole person healthcare are the keys to a healthy community and society.
- Katherine M. Adler, DHA, FACHE
Kathleen DiCaprio, PhD
Kathleen DiCaprio, PhD, has been named chair for the Doctor of Health Sciences (DHSc) program in the ATSU College of Graduate Health Studies. She previously served as an assistant professor of microbiology and immunology at Touro College of Osteopathic Medicine in New York, as well as the director of content development and education at Oceania University of Medicine. In addition, she served as an instructor and curriculum consultant for Kaplan Medical.
Dr. DiCaprio has a history of teaching undergraduate, graduate, and medical courses in areas related to infectious diseases and infection control, immunology, public health, and emergency preparedness. She comes to ATSU with an impressive history as a faculty member and administrator in higher education of the medicine and the health sciences.
Dr. DiCaprio earned her BS in biochemistry from The College of Saint Rose and her PhD in pathology from Uniformed Services University of the Health Sciences. Her prior research focused on studying pathogenesis of maximum containment (Biosafety-level 4) viruses such as Ebola and Marburg in non-human primate models. Her research efforts contributed to the development of potential vaccines and therapeutics against these deadly viruses, and her work has been profiled in numerous publications and press releases.
- Kathleen DiCaprio, PhD
Jeff Alexander, PhD
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Dr. Alexander completed his doctor of philosophy degree at Arizona State University (2003) in curriculum and instruction with an emphasis in exercise and wellness. He earned his Master of Science in exercise physiology from Brigham Young University and his bachelor’s degree in health promotion.
In addition to his academic preparation, Dr. Alexander holds numerous health and fitness professional certifications; namely, Clinical Exercise Specialist® from the American College of Sports Medicine (ACSM) and Certified Personal Trainer and Corrective Exercise Specialist from the National Academy of Sports Medicine (NASM). Consequently, Dr. Alexander has served as a personal and group fitness trainer primarily working closely with the older adult population.
Kathleen DiCaprio, PhD
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Joan Leafman, PhD
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Dr. Leafman has a Ph.D. from Northwestern University and is a professor emeritus of Northeastern Illinois University. In that capacity she has served on executive committees and co-chaired two statewide coalitions, Illinois Action for Healthy Kids and CLOCC (Consortium to Lower Obesity in Chicago Children). In addition, Joan has recently published “The Big Desk Is Yours”.
Recent grant work includes Entertainment Industry Foundation (EIF) & Action for Healthy Kids funding resulting in sustainable changes in physical activities in the Decatur Illinois School District, Lt. Governor’s Office, Walk Across Illinois and USDA Team Nutrition in partnership with IL-NET – Move and Crunch planning development, and implementation. Upon relocating to Arizona, Joan now serves on the steering committee of Arizona Action for Healthy Kids.
Kathleen Mathieson, PhD, CIP
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Dr. Mathieson completed her Ph.D. in sociology at Arizona State University, with a focus in the areas of statistics and sociology of health. Before coming to ATSU, she spent five years as a research analyst and biostatistician at Maricopa Medical Center, a 449-bed teaching hospital in Phoenix.
While at Maricopa Medical Center, Dr. Mathieson taught research and statistics courses to medical residents in various specialties, and co-authored research articles with faculty and residents in areas such as obstetrics and gynecology, emergency medicine, pediatrics, family practice, and public health. Since coming to ATSU, Dr. Mathieson has collaborated on both quantitative and qualitative research projects in various programs, and has begun her own research in the area of teaching and learning. She is also interested in research ethics and is the vice-chair of the ATSU-Arizona Institutional Review Board. Dr. Mathieson enjoys working with students, particularly in the process of mentoring them through research projects.
Eric Matthews, PhD
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Dr. Matthews completed his Ph.D. in education at Southern Illinois University with an emphasis in adult and vocational/technical education (workforce education and development). He also holds graduate degrees in education (administration and supervision) and museum studies. His professional medical preparation is in the field of diagnostic imaging. Dr. Matthews is certified in diagnostic radiography, cardiovascular-interventional technology, and magnetic resonance imaging by the American Registry of Radiologic Technologists. Prior to coming to ATSU, he was the program director of the radiography program at Southern Illinois University.
Dr. Matthews has taught numerous courses on medical and educational history, his primary research interest. He enjoys qualitative-historical research and has served as a subject matter expert for several state and national organizations and museums on the topic of 19th century American medicine.
Helen Salisbury, PhD
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Dr. Salisbury earned her Ph.D. in Biopsychology from the State University of New York at Stony Brook, where she completed some of her coursework and her externship with psychiatric residents from the University Medical Center’s Medical School. While at Stony Brook, she taught Research Methods and Statistics, and worked as the project director and statistician/database manager for a large NIMH grant.
Dr. Salisbury worked at Banner Good Samaritan Medical Center, as part of the Clinical Neurobiology and Bioengineering Research group, and then as the research coordinator for trauma and general surgery, where she mentored trauma surgical residents in proposing, designing, analyzing, writing, and submitting required clinical research studies for publication. Additionally, Dr. Salisbury has worked for Scottsdale Healthcare Osborn, where she was the coordinator for trauma clinical research and served on the hospital’s Scientific Review Committee. Currently, she is also on the research faculty of an online university where she reviews doctoral dissertations for appropriate research design and analyses, and is a strong proponent of distance education.
- Jeff Alexander, PhD
Doctor of Health Sciences Degree Admissions
Candidates applying for admission to the Doctor of Health Sciences online health science degree program will have:
- Master’s degree, or higher, from an accredited university recognized by the Council for Higher Education Accreditation. Applicants who graduated from a university outside the United States must provide a degree equivalency evaluation.
- Proof as a licensed or credentialed healthcare professional and/or have two years recent experience as a practitioner, administrator, educator, clinician, or researcher in healthcare.
- Completed admissions application.
- Official transcript from a qualifying degree-granting institution. For students using VA benefits transcripts for all institutions attended are required.
- Non-refundable application fee submitted with application.
- Minimum Cumulative Grade Point Average (CGPA) of 3.0 (4.0 scale) at the qualifying degree institution. Candidates with a GPA below 3.0 may apply by completing an additional essay during the application process to explain factors that precipitated a student’s low GPA and how and why a student will be successful in a program. Students who did not attend an institution where a GPA system was used are required to petition the program chair.
- A current resume.
- Completion of essay and submission of two professional references.
- Test of English as a Foreign Language (TOEFL) for applicants when English is not their first language. The Computer Based Test (CBT), Internet Based Test (iBT), or the Paper Based Test (PBT) are accepted. The following are the minimum required score based on test type:
- CBT - minimum total score of 213 (min. 22/Reading Skills section; min. 26/Writing Skills section)
- iBT - minimum total score of 80 (min 22/Reading Skills section; min. 24/Writing Skills section)
- PBT - minimum total score of 550 (min. 57/Reading Skills section; min. 61/Writing Skills section)
- Applicants are selected by an admission committee.
- Completion of background check, using a vendor selected by ATSU. CGHS requires criminal background checks on matriculants to ensure the safety of patients and employees. The checks are conducted by an ATSU selected vendor. The student will pay the cost of the criminal background check directly to the vendor. Failure to comply with this mandate will result in denial to matriculate. Applicants who fail to disclose anything on their application that is returned on their background check report will have that finding reviewed by an University Official.
- Technology requirements: All ATSU students are required to own a computer system. Minimum system requirements vary depending on program.
Tuition and Financial Services+
Application Fee: $70
Tuition: $477 per credit hour (2014-2015 school year)
Technology Fee: $150 per quarter
Note: All fees and tuition are subject to change.
The Doctor of Health Sciences (DHSc) online program consists of 70 credit-hours of study. Most courses are three credit hours, a few are five credit hours, and the Winter Institute is six credit hours. There are additional fees for books, reference materials, Winter Institute travel, and accommodations.
Federal financial assistance is available for qualifying students. For information on financial aid, please visit ATSU’s Financial Services department online or contact them at 866.626.2878 or by email at email@example.com
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- required steps
- satisfactory academic policy
- student budget determination
- special conditions
- financial planning
THE 10 STEPS REQUIRED FOR A STUDENT TO RECEIVE FINANCIAL ASSISTANCE ARE AS FOLLOWS:
The student completes the Free Application for Federal Student Aid (FAFSA) or a Renewal FAFSA by going to www.fafsa.ed.gov and following the instructions on the website. ATSU’s school code is G02477.
The Central Processing System (CPS) performs matches and edits, calculates a student contribution, and sends the data back to the processor.
ATSU receives the same information electronically (ISIR) within three to five business days.
The student looks over the Student Aid Report (SAR) and, if accurate, keeps it for his/her records. If any corrections are needed, the student contacts Student Financial Services.
Student Financial Services reviews the required forms, performs verification as necessary, and transmits the loan data to Sallie Mae.
The student accepts, refuses, or modifies the award letter and submits all required forms to Student Financial Services.
Student Financial Services looks over the required forms, performs verification if necessary, and transmits the loan data to Sallie Mae.
The lender sends a copy of the Stafford Loan application to ASA for guarantee.
The lender wires the funds by Electronic Funds Transfer (EFT) to the school or sends the institution a loan check.
If by EFT, all funds will be applied to the student’s account. The funds will be directly deposited to the student’s checking account if so desired by the student and proper documentation is on file.
Satisfactory Academic Progress for Federal Financial Aid
According to the United States Department of Education regulations, (34CRF 668/16 and 668.34 and October 29, 2010 Final Federal Register), all students receiving federal financial assistance must meet and maintain satisfactory academic progress. Student Financial Services will review the academic progress of financial aid recipients after each payment period. Satisfactory academic progress (SAP) is measured in terms of qualitative and quantitative standards.
The qualitative measure of a student’s progress is measured by cumulative grade point average. The minimum cumulative GPA students must maintain for financial aid is as follows:
Minimum Cumulative Grade Point Average at A.T. Still University 2.0 for all programs on 4.0 scale 70% for all programs on 100% scale
Maximum Time Frame
Financial aid recipients must complete an educational program within a time frame no longer than 150% of the published length of the educational program. All attempted withdrawn, failed, repeated, and/or transferred credits that apply to a student’s program count toward this maximum time limit. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 credit hours before financial aid eligibility is suspended (120 x 150% = 180). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 x 150% = 7650).
Pace of Progression
Pace of progression is required to ensure students complete within a maximum time frame and that the pace is measured at each standard review time. Financial aid recipients must maintain a 67% minimum completion rate for attempted credit hours or contact hours. For example, a student pursuing a doctorate degree requiring 120 credit hours may attempt up to 180 hours before financial aid eligibility is suspended (120 divided by 180 = 67%). A student pursuing a doctorate degree requiring 5100 contact hours may attempt up to 7650 contact hours before financial aid eligibility is suspended (5100 divided by 7650 = 67%).
Dropped, failed, and remedial courses for which no credit is received do not count towards credit hours earned. Credit hours for a course are earned by completing and passing the class.
Financial Aid Warning
Failure to meet the minimum academic progress requirements will result in a student being issued a financial aid warning. Students issued a financial aid warning will have one payment period to correct a progress problem due to qualitative or quantitative standards. Students will be notified of their status in writing via ATSU email. Students issued a financial aid warning will have an opportunity to file an appeal to request financial aid probation prior to the upcoming standard review time, which is at the end of each payment period.
Financial Aid Probation
If a student appeals their financial aid probation status and the appeal is approved, that student is put on financial aid probation for one payment period. Students may receive federal financial aid while on financial aid probation if he/she meets the terms of his/her appeal decision. If a student fails to meet SAP standards during the term of financial aid probation, he/she may request an additional appeal.
Financial Aid Suspension
Students who fail to meet the requirements of the financial aid warning or do not appeal their financial aid probation status are placed on financial aid suspension and are not eligible for federal financial aid. These students will receive written notification to their ATSU email account of their failure to comply and that future federal aid will be canceled.
Students who have been issued a financial aid warning may submit a written appeal for reinstatement of eligibility prior to the start of the next payment period. Occasionally, extenuating circumstances contribute to their inability to meet the requirements for satisfactory progress. Extenuating circumstances include, but are not limited to, the following:
- Death of an immediate family member
- Severe injury or illness of the student or an immediate family member
- Emergency situations such as fire or flood
- Legal separation from spouse or divorce
- Military reassignment or required job transfers or shift changes
Students whose appeals are denied must establish eligibility by completing courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard before any additional federal aid will be disbursed.
Students who have extenuating circumstances may appeal using the following procedure:
- Submit a completed Appeal form. Student will be notified if additional supporting documentation is required.
- Appeal packet is presented to the SAP Committee for consideration.
- Student is notified via email of the SAP Committee’s decision and recommendations.
Federal financial aid may be reinstated when one of the following conditions has been met:
The student completes courses without federal aid in one or more payment periods at ATSU until the cumulative GPA and/or completion rate meet the required standard.
- OR -
The student files an appeal and the SAP Committee approves the appeal. It is the student’s responsibility to notify Student Financial Services when reinstatement conditions have been met.
Student Budget Determination
The student expense budget is determined each year by the Director of Student Financial Services. Every effort is made to ensure that allowances in each category are realistic and fair. Although the Director of Student Financial Services determines the average student budget, students having credit history difficulties may not be able to borrow the full budgeted amount due to the private loans being based on creditworthiness.
Verification is the process by which Student Financial Services checks the accuracy of the information submitted by the student when applying for federal financial aid. It is intended to reduce errors in the financial information that students submit so eligible applicants can receive the correct amount of financial assistance.
ATSU will verify all applicants who are selected for verification from the federally approved edits. If selected, students will need to submit a signed copy of their federal income tax return from the prior calendar year along with a verification worksheet. ATSU will compare the tax return and the verification worksheet to the Institutional Student Information Record (ISIR) to verify required items. Financial aid will not be awarded until the verification is complete.
Professional judgment allows the Director and Assistant Director the flexibility to handle individual students with extenuating circumstances on a case-by-case basis. This authority is clearly stated in the regulations and is used as needed. The adjustments may be made in the cost of attendance, expected family contribution, or satisfactory academic progress.
Although every effort is made to meet a student’s financial need, financial assistance is not an entitlement and, in some instances, not all of a student’s need will be met.
Financing your education is an investment in your future. As a major investment, it should be entered into with conscientious planning. Setting goals and establishing a game plan are essential in order to minimize your debt.
A simple financial plan begins with the establishment of a long-term goal. As you plan your strategies to reach this end, keep in mind that your short- and mid-term goals should be consistent with and built upon this long-term goal. To help keep you on track, it is important to develop a budget.
A budget lists all sources of income, as well as all estimated expenditures. To make a budget work for you, keep the following points in mind:Have a written planSet realistic goalsEstablish prioritiesKeep expenditures below incomeStick to your game plan
It is important for you to determine your needs so that you will borrow only the amount necessary, rather than the amount for which you are eligible. In the end, you may pay back 2-3 times the amount you borrowed. Therefore, the less debt you accrue in school, the more financially secure you will be later.
For online programs, tuition is due 14 calendar days prior to the first day of class. For programs with payment per credit or course, the tuition covers the payment for the coming quarter. For programs that have payment per program, payment in full is due prior to the start of the program or per their admissions agreement on a quarterly payment schedule. The Controller’s Office will receive tuition payments and make refunds as necessary. Delinquent tuition penalties accrue at 1 1/2% per month, which is 18% per year.
Electronic Funds Transfer (EFT) Policy
The Department of Education is encouraging and, at times, requiring educational institutions to become paperless. Therefore, funds received through federal and private loans will normally be transferred electronically to a student’s account at ATSU. Students will receive a receipt itemizing the type of loan and amount credited to their account at the institution. Funds electronically transferred above what is owed for tuition and fees will promptly be refunded to the student by check or deposited directly to the student’s bank account. (Students that have lenders that do not wire money to ATSU will receive their financial aid through a co-payable check.) Generally, funds are available when tuition is due.
Many banks in states outside of Missouri make students wait 10 business days to tap their loan funds when deposited by check. Therefore, we require all students to use direct deposit where ATSU wires money to the student’s bank account. This way, the money is available on the day it is wired to the bank.
The ATSU Family and Culture
Doctor of Health Sciences Curriculum Overview
The Doctor of Health Sciences (DHSc) online program consists of 70 credit-hours of study. The DHSc degree curriculum aims to develop and enhance the professional skills needed to provide competent leadership in today’s challenging healthcare systems.
DHSC 6000: Writing for Health Professionals+
This course provides a review of basic writing skills, grammar, and style in preparation for advancing writing proficiency. This is a required introductory course for the program with the goal to assist students to develop and fine-tune their writing abilities. The course addresses grammar, sentence structure, paragraph development, referencing, and writing requirements for scholarly papers. This course examines in practical terms the elements required for successful publication of a journal article or clinical case review. This course encourages good writing skills through choosing better words, writing better sentences, and preparing better tables, graphs and photographs. All students are required to develop and submit a quality paper that meets the requirements for publication in a peer-reviewed professional or biomedical journal.
Decision Analysis Foundation
DHSC 6010: Principles of Management and Decision Analysis+
This course introduces the principles of management and leadership and utilizes the application of decision-making theories and models. The primary goal of this course is to acquaint students with a set of management and decision analysis tools, and to demonstrate how these principles and tools apply to managerial decision modeling in applied health care delivery and research. The course links the process of structuring decision problem alternatives using diagrams, frameworks, analysis and decision trees to reach a solution that meets the decision goals and objectives. The course focuses on developing a variety of problem solving and decision analysis skills which can be incorporated into business and personal decision-making.
DHSC 6020: Risk Management for Health Professionals+
This course provides an introduction to quality of healthcare and risk management as it relates to and interacts with the broader picture of quality improvement. The course will explore many important issues pivotal to promoting quality health care. Topics discussed in the course include: how are quality outcomes defined and measured; who is responsible for measuring health; and what are the prominent quality improvement theories used in healthcare. In addition the results of data from studies describing how the United States health system is performing; and what are quality initiatives that could be implemented to enhance healthcare are highlighted.
DHSC 6030: Health Care Information Systems+
This course will provide students with the opportunity to examine the application of technology to obtain and use data, knowledge, and information in the field of health care. Students will understand how application of technology in healthcare has become increasingly critical to patient care, quality, effectiveness, efficiency, and overall operations. With increased government support for healthcare information systems, health information technology will be the base of support for clinical and management decision-making. This course also explores the issues, benefits, and challenges of using health care information systems. Emphasis will be placed on applications that directly impact government initiatives, business operations, and patient safety.
Health Sciences Foundation
DHSC 7010: Health Care Delivery Systems+
This course introduces the historical development, structure, operation, function, and current and future directions of health care delivery systems. The course will explore how national systems have evolved and how countries confront the emerging issues in healthcare. Specific topics discussed will include the historical evolution of health systems, the various models that are used around the world, the main components of a health system, and the criteria used to assess the functioning of a health system. Included will be discussions around how health systems can be reformed and what strategies may be used to accomplish this.
DHSC 7020: Health Administration Law & Ethics+
This course provides non-legal health professionals with a concrete foundation in healthcare law and ethics. The goal is to assist students develop practical approaches to improving the excellence and delivery of healthcare. Healthcare decisions are especially apt to have some form of ethical consequence. This course is designed to provide a basic framework from which to consider these consequences, as well as give the healthcare professional tools that will assist in times of ethical dilemmas.
DHSC 7030: Population Health & Patient-Centered Care+
This course examines many of the issues that are believed to influence the health of the global population. As the world is being challenged daily with forces of nature and manmade dilemmas, we are all tasked to influence and alter the trajectory and consequences of many of these negative stimuli. The course will explore many prominent themes and issues that are believed to influence the health of populations. Topics that will be discussed in the course include how population health is influenced by urbanization and migration, climate change, culture, the media, social and economic class, gender, employment status, and political and health systems.
Evidence-Based Practice Foundation
DHSC 8010: Health Care Outcomes+
This course introduces the concept of continuous quality improvement as a means to evaluate and improve health care outcomes. Continuous quality improvement (CQI) has presented a great opportunity to the health community but it is not a panacea for all health system problems. CQI represents a perspective and framework for on-going development processes leading to increased customization and co-configuration of health services and strategies for health care reform. It is one of an array of approaches that health care leaders should be using to improve the effectiveness and efficiency of health services, along with patient-centered care, evidence-based medicine/management, clinical pathways, and process re-engineering.
DHSC 8020: Research Methods, Design, and Analysis+
This course provides an introduction and overview of research methodology. This course will explore qualitative, quantitative and mixed methods approaches to examining a problem and finding answers through research methodology. Topics that will be discussed in the course include: how to select the best research method for the problem under study, the purpose of a literature review, ethical considerations for all research, and what types of data collection tools and analytic principles should be employed. The goal of the course is introduce the research process, and the methods and analytical tools required to critically evaluate research reports in preparation for initiating the Applied Research Project. The main focus of the course will be to gain skills in reviewing and critiquing research.
DHSC 8030: Evidence-Based Practice+
This course teaches health professionals how to integrate best research with clinical expertise, critical thinking, and patient values for optimum care. Systematic methods for critical appraisal of study quality, research design, strength of research recommendations, and quality of literature pertaining to a particular clinical problem will be presented. Evidence-based resources and databases for the health professionals will be identified. Methods to promote health professionals participation in learning and research activities to the extent feasible will be explored.
DHSC 9000: Health Professionals Role in Health Promotion+
The Winter Institute is a course delivered through blended online and residential learning, comprised of a predominantly online format with a one-week residential educational event held in Arizona. This course will reflect on the national goals for health promotion through reviewing current public health documents. This course will assist in the development of a health promotion plan that could be incorporated at an individual, group, or community level. To fully understand the processes necessary to implement health promotion initiatives as a health professional, studying and discussing the development of health promotion programs is necessary. The course will explore the common issues threatening the health status of society. The steps and processes required to develop or evaluate a health promotion initiative will be discussed. The residential component of the course will consist of lectures, group work, presentations, debates, case studies, and various other events which address relevant health care issues that impact educators, administrators, researchers, and clinicians. The course will culminate in the presentation of an applicable health promotion initiative at the Winter Institute.
Concentration Areas (Select ONE concentration only for a total of 9 credits)
DHSC 8110: Global Health Issues+
This course provides an introduction to important global health issues, including determinants of health, key areas of disease burden, and the role that new health technologies can play in solving these problems. The goal of the course is to expand students’ understanding of the impact of infectious and chronic diseases on the world’s population with particular attention paid to the health status of women, children and the poor. Students will examine case studies of successful global health interventions to understand features of successful programs.
DHSC 8120: Globalization and World Politics+
This course introduces the theoretical and practical issues associated with the radical global processes that are now affecting human life locally and globally. The course emphasizes the political-economic, cultural, institutional, technological, and ecological implications of globalization and allows students to evaluate whether these processes pose opportunities or challenges to individuals, societies, and the global community.
DHSC 8130: Global Health Ethics+
This course provides an introduction to the principles and theory of ethics as applied to global health. The course will examine some of the primary theories and principles in healthcare ethics including virtue, deontology, utilitarian, autonomy, justice, beneficence, and nonmaleficence. The course will explore many prominent global health issues and exemplify how greater knowledge and understanding of global ethics is vital to effective and sound decision-making. Topics that will be discussed in the course include ethical issues related to: pandemic preparedness, end of life, human organ transplantation, clinical research in developing countries, human rights, resource allocation, and the effects of globalization on world health.
Leadership and Organizational Behavior
DHSC 8210: Trends and Issues in Leadership+
This course examines the historical and current theoretical models of leadership and will address contemporary thoughts on leadership, the leader’s role, and explore applications of that role. The course will explore topics that include the current context for leadership and personal leadership styles in the health care arena. Students will examine moral frameworks for leadership and decision making as well as leadership domains and the synthesis of leadership development. Case studies will explore leadership in practice in both the public and private sectors as it relates to health care management.
DHSC 8220: Health Policy Development and Analysis+
This course provides an in-depth discussion of the key political and administrative decision-making processes of the American health system. Particular emphasis is placed on the health policy development process. The goal of the course is to expand knowledge on the definition of public policy; health policy development process; and funding solutions to complete policy issues. Students will examine the variety of social, economic, and political influences on health policy making and will discover that there are a variety of “policy instruments” available to decision makers to solve policy problems at the policy formulation stage.
DHSC 8230: Organizational Behavior+
This course examines how the personal characteristics of organizational members influence the effectiveness and productivity of organizations and the job satisfaction of its members. It is believed that organizations are comprised of three levels, the individual, the group or department, and the organization itself. This course will focus on the problems and challenges leaders face in dealing with the individual and the small groups in the organization. Special attention will be given to the role of teams in organizations, the stages of team development, and actions that can support the development of effective teams. The realities of interpersonal processes are considered through examination of the roles of power, politics, and conflict in organizations. The human side of organizational change is then explored with a focus on understanding how and why people react to organizational change and identifying opportunities for enhancing the effective implementation of change.
Fundamentals of Education
DHSC 8410: Theoretical Foundations of Learning+
The purpose of this course is to review the research on learning theory to provide the foundation for understanding learning styles and their applicability to adult learners. The course is designed to examine evidence related to adult learning and will explore the neuroscience, behavioral, cognitive, psychological, and social factors inherent in adult learning. The student will engage in a critical analysis and examination of numerous scientific theories and processes that are thought to influence learning. Some of the main theories that will be explored include: behaviorism, social cognition, information processing, constructivism, cognitive learning, and motivation.
DHSC 8420: Contemporary Teaching and Learning Concepts+
This course is an overview of some of the current models and theories that are becoming popular in higher education. Much research has focused on academia over the past few years to determine how best to educate students in a cost effective, productive manner. Some of the more prominent theories include: learner-centered teaching, student-centered learning, inter-professional learning, and distance education. The purpose of this course is to explore the research and practical application of contemporary models of education. Students will examine various models and philosophies of delivering and managing course content, promoting knowledge transfer, and determining best practices for effective teaching.
DHSC 8430: Curriculum and Course Design+
The purpose of this course is to expand knowledge and understanding of curriculum and course development. The course is designed to engage students in developing course syllabus, assignments and grading rubrics, lesson plans, and a course outline. Students will explore strategies that promote student learning based on best teaching practices.
Applied Research Project (25 Credits)
DHSC 9010/9015 - DHSC 9050/9055 (25 Credits)+
The applied research project consists of five courses that develop a research project from the stages of proposal to dissemination. The research project is an applied research-based effort in an area chosen by the student. The goal of the applied research project is to advance practical knowledge in the health sciences based on applied research and analysis. Each student will be assigned a faculty member to approve the project and provide mentorship and supervision throughout the process.
DHSC 9010/9015: Literature Review for Applied Research Project
DHSC 9020/9025: Proposal Development for Applied Research Project
DHSC 9030/9035: Data Collection for Applied Research Project
DHSC 9040/9045: Data Analysis for Applied Research Project
DHSC 9050/9055: Dissemination-Publishable Paper for Applied Research Project
Applied Research Project Examples
Three Year Study Plan
Example of Three Year Study Plan+
First Year QTR Hrs DHSC 6000: Writing for Health Professionals Fall 3 DHSC 7010: Health Care Delivery Systems Summer 3 DHSC 7030: Population Health and Patient-Centered Care Fall 3 DHSC 8020: Research Methods, Design, and Analysis Summer 3 DHSC 8030: Evidence-Based Practice Spring 3 DHSC 8230: Organizational Behavior Spring 3 DHSC 9000: Health Professionals Role in Health Promotion Winter 6 Second Year QTR Hrs DHSC 6020: Risk Management for Health Professionals Summer 3 DHSC 7020: Health Administration, Law, and Ethics Summer 3 DHSC 8010: Health Care Outcomes Winter 3 DHSC 9010: Literature Review for the ARP Fall 5 DHSC 9020: Proposal Development for the ARP Winter 5 DHSC 9030: Data Collection for the ARP Spring 5 Third Year QTR Hrs DHSC 6010: Principles of Management and Decision Analysis Spring 3 DHSC 6030: Health Care Information Systems Spring 3 DHSC 8210: Trends and Issues in Leadership Summer 3 DHSC 8220: Health Policy Development and Analysis Summer 3 DHSC 9040: Data Analysis for the ARP Fall 5 DHSC 9050: Dissemination for the ARP Winter 5
Community Health Center
As a leading provider of quality healthcare for area residents, Waianae Coast Comprehensive Health Center also provides community employment and health education. More than 80% of the staff are local residents, and many were trained at the affiliated Waianae Health Academy. Find out more.
From public health centers located in communities where services are needed most, to research and other leading edge whole person healthcare initiatives, you can create your own legacy by contributing to the specific cause that moves you most. Find out more.
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