Students who are interested in solving problems in community health, health services, or health policy, may want to supplement their training with the Certificate in Clinical and Community Outcomes Research.
Current research investments reflect an emphasis on research that looks for ways to translate what has been learned in controlled settings into positive outcomes in clinical practice and community health. This research requires the ability to:
- consider multiple factors that interact to influence a community or organization;
- form and manage research partnerships with communities and organizations;
- evaluate whether a health intervention or prevention method works or will be used; and
- articulate policy implications of health issues and interventions.
The Certificate in Clinical and Community Outcomes Research focuses on the development of these skills.
The certificate addresses a well-documented gap in what should be a continuum between basic health and medical research discoveries and the application of those discoveries in clinical and public health practice. To bridge this gap new discoveries must move beyond efficacy studies to research that tests effectiveness in real-world settings, exploring factors that facilitate or impede positive health outcomes. This research requires engagement among community members, organizations, clinicians and researchers as partners in the research process and draws on a distinct set of skills. This certificate focuses on the development of skills to engage successfully in clinical and community health outcomes research.
The Institute for Clinical and Translational Research (ICTR) is the administrative home of the Certificate in Clinical and Community Outcomes Research. Detailed information about the curriculum, admission requirements, application procedures, and student services coordinators is posted on the ICTR website.
Whether a student enrolls in the graduate/professional certificate or capstone certificate program will depend on their educational goals. (Course requirements are the same for all.)
Graduate/Professional Certificate Prerequisites and Application and Enrollment Procedures
Graduate and professional students from any discipline are eligible to apply for enrollment in the graduate/professional certificate program. To be considered for admission, complete the following application procedures.
- Print and complete the certificate application form (available on the program website).
- Send the completed application to Deidre Vincevineus, 2112T HSLC, University of Wisconsin, Madison, WI 53705; email@example.com.
- Applications are reviewed on a rolling basis by the certificate advisory committee.
- Notification of admission to the certificate program: If the student has completed the application procedures described above, notification of the admission decision will be received within three weeks. Students with questions about the status of the application should contact Deidre Vincevineus at firstname.lastname@example.org.
- After the student is admitted, the certificate advisory committee will review the stated research interests and recommend an advisor. An objective is to match students with an advisor from a discipline other than their own, to expose students to a variety of perspectives. Students will be notified with the name and contact information of their advisor. They should schedule a meeting with the certificate advisor within the first month after being admitted to identify learning and career objectives, and to discuss the program in relation to student goals.
- Note to Ph.D. students: Ph.D. students may want to start the graduate/professional certificate program early enough to be finished before starting the dissertation because university policy states: “If a dissertator wants to pursue a graduate degree or certificate in another area, the dissertator fee status will be discontinued and regular graduate fees will be assessed, with possible consequences listed above.” See the Graduate School's policy on Dissertator Status.
|Translational and Outcomes Research in Health and Health Care|
|Select one course from each of the following areas: 1||7-9|
Working with Communities
|Bridging the Gap Between Research and Action|
|Health Systems Engineering|
|Quality of Health Care: Evaluation and Assurance|
|Health Promotion and Disease Prevention in Diverse Communities|
|Health Program Planning, Evaluation, and Quality Improvement|
|Healthcare Operations Management|
|Managing Technological and Organizational Change|
|Sustainable Approaches to System Improvement|
|Pharmacist Communication: Educational and Behavioral Interventions|
|Quality of Health Care: Evaluation and Assurance|
|Community Organization and Change|
Quantitative Methods Relevant to Clinical and Community Outcomes Research
|Introduction to the Design of Educational Experiments|
|Public Health Surveillance and Analytics|
|Research Methods for Pharmaceutical Outcomes and Policy Research|
|Introduction to Health Services Research|
|Introduction to Statistical Methods for Public Policy Analysis|
|Advanced Statistical Methods for Public Policy Analysis|
|Public Program Evaluation|
|Methods of Social Work Research|
|Methods of Planning Analysis|
|Survey Methods for Social Research|
|Statistics for Sociologists I|
|Measurement and Questionnaires for Survey Research|
|Methods of Planning Analysis|
|Practical Research Design and Methods of Empirical Inquiry|
Qualitative Methods Relevant to Clinic and Community Outcomes Research
|Research Methods and Research Design in Cultural Anthropology|
|Qualitative Research Methods in Education: Field Methods I|
|Introduction to Qualitative Research|
|Field Research Designs & Methodologies in Educational Administratn|
|Biomedical Ethics and Society|
|Advanced Qualitative Design and Methods|
Integrated Quantitative and Qualitative Methods Relevant to Translational and Outcomes Research 2
|Research and Evaluation Paradigms in Curriculum and Instruction|
|Research Methods and Procedures in Educational Administration|
|Patient Safety and Error Reduction in Healthcare|
|Cost Effectiveness Analysis in Health and Healthcare|
|Research Methods in Sociology|
|Approaches to Research in Women's Studies/Gender Studies|
|Complete 2 credits 2||2|
|Select one of the following:||1|
|Research and Thesis (Section 030) 5|
The certificate advisor can help students choose courses that qualify as fulfilling the three elective areas: (1) Working with Communities, (2) Quantitative, and (3) Qualitative Research Methods Relevant to Translational and Outcomes Research. At least one of the courses must be from outside the student's major. Students may propose to their certificate advisor an alternative course (i.e., not on the list of approved electives) for consideration as elective credit, including a course that also fulfills a requirement for their degree program. For criteria and procedures, see CCOR Handbook on the program website.
Integrated courses. Some courses suggested for elective credit cover a combination of quantitative and qualitative research methods. To fulfill course requirements in the areas of both “Quantitative” and “Qualitative Research Methods Relevant to Translational and Outcomes Research,” students must complete one of each type of course or one integrated Quantitative/Qualitative course and an additional course from either the “Quantitative” or “Qualitative Research Methods Relevant to Translational and Outcomes Research” areas.
See "Project" under "Course Requirements" on the program website.
POP HLTH 990 Research. Choose section 990–092. This is the AQORN seminar (Access, Quality, and Outcomes Research Network), offered through the Health Innovations Program (HIP). AQORN is an informal lunchtime seminar that is open to University of Wisconsin faculty, staff, and students interested in health services research. AQORN meets for 90 minutes, sometimes as frequently as twice a month. At each meeting, someone who has a research project in progress presents information about their project. Then the group discusses and exchanges information and ideas relevant to the project. See the program website for course-credit requirements and enrollment procedures.
I SY E 990 (section 030) - Systems Engineering Initiative for Patient Safety (SEIPS) - is a one-credit independent study course offered through the Department of Industrial and Systems Engineering. The instructor is Professor Pascale Carayon. To enroll, contact Professor Carayon (email@example.com). The student will be required to watch several online video lectures and write one-page summaries of two of the video lectures. The written summaries are due on the last day of class. The SEIPS seminars are available on the Video Library website > Series > Community Academic Partnership (CAP) Patient Safety.
The Graduate Program Handbook is the repository for all of the certificate program's policies and requirements.
additional resources and opportunities
Resources to support clinical, translational and outcomes research
- Research Mentoring: https://mentoringresources.ictr.wisc.edu/
- The Individual Development Plan for mapping your mentee’s (graduate student and postdoc) academic and professional development: http://grad.wisc.edu/pd/idp
Video lectures on topics relevant to translational and outcomes research (After you open this page, scroll to the bottom.)
Tools, videos, and data downloads to identify socioeconomic disadvantaged locations, improve patient engagement in research, identify patients with chronic conditions, and more.
- Develop a research question about a health concern of an actual community.
- Select an evidence-based approach to addressing the health concern.
- Involve investigators from two or more disciplines and/or stakeholders from two or more sectors as partners in your project.
- Demonstrate an understanding of collaboration skills for sustainable partnerships, e.g., benefits to the community partner(s) are built into the project; evidence of partner input to project design.
- Employ data gathering and analysis methods that respect community partners' organizational culture, values, staffing, and work flow.
- Barbara Bowers, Ph.D., R.N., School of Nursing, Certificate Program Director
- Douglas Wiegmann, Ph.D., College of Engineering, Department of Industrial and Systems Engineering
- Betty Chewning, Ph.D., School of Pharmacy
- Tracy Schroepfer, Ph.D., School of Social Work
- Barbara King, Ph.D., School of Nursing
- Maureen Smith, M.D., MPH, Ph.D., School of Medicine and Public Health
For online profiles, visit Handbook, Advisement.