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Career prospects for public health and analytics professionals are growing. According to the Bureau of Labor Statistics, demand for professionals will increase much faster than average at a rate of 11 percent or higher through the year 2028.1
Earning your degree now means you’ll be ready for the jobs of the future.
A Master of Public Health degree will help you advance your career in this growing industry, so you can prepare for career opportunities that may include:
Examples of organizations in which you may pursue employment include:
Designed by industry experts and developed in collaboration with our distinguished Board of Advisors, the Master of Public Health (MPH) provides you a broad range of skills and focuses on connecting you to the industry with simulated real-world experiences. Your professors will include experts such as healthcare specialists, administrators, data analysts, and industry professionals.
Additionally, since the Bryan University MPH program is aligned with current competencies required by the modern healthcare marketplace, you’ll learn the skills employers demand. Upon graduation, you’ll be immediately prepared for the job market.
In today’s data-driven healthcare environment, college graduates should be equipped with the right technology expertise, data analysis skills and tools, and leadership acumen. As a Bryan University MPH student, you’ll build a solid foundation of knowledge from faculty who have real-world experience and you’ll learn critical competencies that employers need, such as:
Our HISim lab (Health Informatics Simulation lab) gives you practical experiences with real-world scenarios using the latest industry tools so you develop a skillset that is primed for career growth. Using this cutting-edge lab, you’ll complete a Public Health Capstone Project, in which you’ll apply your knowledge to solving healthcare challenges and problems using the tools and techniques learned in class.
Our dynamic experiential learning model (DeXL) contains cutting-edge curriculum combined with computer-based learning tools, allowing you to learn smarter and retain more. You’ll receive a personalized learning experience, which includes:
Connect with faculty, peers, and student support conveniently from your smart phone, tablet, or computer with BryanConnect, our online user-friendly community. At Bryan, we don’t think online learning means learning alone. You’ll become part of a vibrant community of your fellow students, alumni, instructors, and others, who provide support and celebrate your success along the way. You’ll not only develop colleagues who will help coach and assist you during your college experience, but you’ll also build a professional network—for life.
1See ONet Online, Summary Report for Medical and Health Services Managers, http://www.onetonline.org/link/summary/11-9111.00; ONet Online, Summary Report for Informatics Nurse Specialists, http://www.onetonline.org/link/summary/15-1121.01; and ONet Online, Summary Report for Medical Records & Health Information Technicians, http://www.onetonline.org/link/summary/29-2071.00. Sites visited 12/18/2019.
“Why wait to achieve your dream career? The Bryan Master of Public Health program is 100% online so you can balance school with your complex life, plus provides simulated work experiences and technology training to ensure you are job-ready.”
– Bakali Mukasa, MSC, MHA, PhD Health Services & Public Health Policy
The Master of Public Health, with a focus in analytics, is designed to prepare students for positions that manage, analyze and report data to improve the performance of healthcare organizations and the outcomes of individuals and populations. The program focuses on the skills related to the environment of and the data analytics for public and population health which will prepare the student for employment in a variety of healthcare organizations. The university delivers the program through asynchronous online instruction.
The program includes core curriculum in theory of public and population health, analytic frameworks and methodologies, the structure and function of the United States healthcare system, databases and data warehouses, Structured Query Language (SQL), and the use of a variety of analytic tools. Case studies, realistic data sets, and the Bryan University Health Informatics Simulation Laboratory are used frequently to enable students to solve problems that simulate those issues encountered in the modern healthcare marketplace. The program requires a Portfolio Project to demonstrate competencies: The Public Health Capstone Case Study project, in which students apply their knowledge to solving real-world problems using the tools, data, and infrastructure of public and population health.
This program prepares students for jobs in healthcare organizations as data analysts who understand the healthcare environment, including the organization of and data flow between healthcare organizations, the use of terminologies and classifications to abstract and report data, policy and regulatory considerations, as well as basic statistical concepts and popular analytic tools, for example Excel, R, and/or SAS.
Program offered 100% online. Attend from anywhere in the world!
To complete the program, students must earn a minimum of 42 semester credits. Generally, students take two courses at a time over an eight week time period. Two eight week time periods constitute a semester.
Students must have completed a bachelor’s degree program from an accredited institution of higher learning. To determine if your degree is eligible, please contact a member of the admissions team by calling 888-721-9773 or completing the Request Information form above.
MPH-500—Healthcare Ecosystems and Policy—3.0 credits
To meet the goals of the Triple Aim, formerly disparate US healthcare systems must now coordinate their activities and seamlessly exchange data. In this period of transition, both the historical means of organizing healthcare systems as well as emerging models must be understood. This course describes the alignment of the goals of the Triple Aim with regulatory, compliance, accreditation, and healthcare policy structures and processes in the United States.
MPH-505— Biomedical Basis of Public and Population Health—3.0 credits
The practices of public and population health are necessarily constrained by, and therefore must consider, both normal anatomy and physiology, and adaptations to disease states. This course provides a foundation in the fundamental biomedical processes and reactions that define human health and disease.
MPH-510—Taxonomies, Nomenclatures, and Code Sets—3.0 credits
Given that over seventy percent of a healthcare record is free form narrative, wave-form, and imaging, systems are necessary for predictably and reproducibly abstracting healthcare data. Therefore, healthcare organizations have developed multiple methods for representing complex data. This course examines the development, purpose, and application of important systems used for reporting healthcare encounters.
MPH-520— Social & Behavioral Public Health—3.0 credits
Effectively changing individual, population and societal health behaviors is one of the substantial challenges of public and population health intervention programs. This course examines social factors that affect individual and group behavior, and how they must be addressed in the design and implementation of successful public health programs.
MPH-525— Biostatistics for Public Health I—3.0 credits
Quantitative analysis of healthcare, sociological and geographic data is important as a basis for identifying public health issues, and for designing intervention programs. This course introduces students to the basis of statistical reasoning, and to fundamental statistical methods used in public and population health.
MAP-530— Information Systems, Databases and Data Warehouses—3.0 credits
Healthcare data, both within an organization and in a multi-entity healthcare system, must be stored and organized in a structured environment that enables reliable access, analysis, and reporting. Robust data storage, management, and analysis approaches require a carefully integrated network of hardware, operating systems, utility devices, and software. Students will learn the fundamentals of modern biomedical information and database systems and will be introduced to structured query language (SQL).
MPH-535— Biostatistics for Public Health II—3.0 credits
Quantitative analysis of healthcare, sociological and geographic data is important as a basis for identifying public health issues, and for designing intervention programs. A continuation of course MPH-525, this course introduces students to the basis of statistical reasoning, and to the fundamental statistical methods used in public and population health.
MAP-540— Reporting and Analyzing Relational Data—3.0 credits
Much of the clinical and operational data that healthcare organizations manage are stored in relational databases and frequently require custom scripts to extract, analyze and report data. In this course, students will use a framework to guide their approach to solving problems using relational data. The students will be required to extract and analyze the data and format the results for meaningful presentations.
MAP-545— Analytics Tools I—3.0 credits
Programmable analytic tools, such as SAS and R, are important business tools for complex analysis of healthcare data. Students will learn the fundamentals of a popular programmable analytic tool, including: how to import and export raw data files; manipulate and transform data; combine data sets; create basic detail and summary reports; and, identify and correct data, syntax and programming logic errors. Students will also be exposed to other programmable analytic tools.
MAP-550— Analytics Tools II—3.0 credits
Programmable analytic tools, such as SAS and R, are important business tools for complex analysis of healthcare data. A continuation of MPH-545, students will learn the fundamentals of a popular programmable analytic tool, including: how to import and export raw data files; manipulate and transform data; combine data sets; create basic detail and summary reports; and, identify and correct data, syntax and programming logic errors.
MPH-555— Epidemiology—3.0 credits
Structured, evidence-based frameworks are necessary to consistently identify and analyze healthcare data, and report relevant healthcare information that can be used to design intervention programs to improve outcomes in human populations. This course examines methods for studying health determinants, distribution, populations, mortality, and morbidity.
MPH-560— Environmental & Occupational Health—3.0 credits
The environment in which people live exerts a powerful influence on both the health of individuals and of populations. These environmental factors are a background to all other determinants of health and well-being, and can profoundly affect the public health. This course examines environmental health by considering the agents of environmental diseases, interventions, and policies used to address environmental health concerns.
MPH-565— Improving the Public’s Health—3.0 credits
Rising healthcare costs, an aging population and the increasing prevalence of chronic diseases are all burdening the US healthcare system. Although clinical care is still directed at individuals, interventions that address specific groups or populations are necessary to address widespread, common problems. In this course, students examine approaches to identifying populations and problems in the US healthcare system that are amenable to public level interventions, and review methods for intervening.
MPH-570— Public Health Capstone—3.0 credits
Solving problems in healthcare organizations requires understanding the issues and context of the problem, selecting the relevant analytic methods and tools, and reporting the results in an appropriate format. Students will apply their data and analytic skills and tools to solving a real-world problem using data stored and managed on a live healthcare informatics laboratory. Students will present their results for students and faculty to review.
Note that courses are subject to change based upon employer needs and marketplace requirements. The most up-to-date course descriptions and textbook information can be found in the Bryan University Course Catalog.
Technical Officer/Tuberculosis Specialist/National Professional Officer, World Health Organization, Nigeria
Advisory Member, Bryan University
Dr. Adamu is a public health physician, an epidemiologist and a global health specialist with a 25-year track record of successful leadership in public health practice at both national and international levels. Dr. Adamu has spent 18 years of his career with the World Health Organization (WHO) serving in various capacities at sub-national, national, regional and international levels, where he has led critical projects, including the Expanded Program on Immunization (EPI), Disease Surveillance, and Disease Prevention and Control. In his roles at WHO, Dr. Adamu has collaborated and worked on public health programs in over 10 countries in Africa, Europe, North America, South America and Asia. Currently, Dr Adamu serves as a technical adviser on Tuberculosis (TB) Prevention and Control to Ministries of Health (MOH) in 6 States of North-Eastern Nigeria with a combined population of 25 million people. In this capacity, Dr. Adamu has also acquired vast experience in health emergencies, and especially those related to the prevention and control of communicable diseases among the internally displaced persons (IDPs) living in camps or in host communities.
Dr. Adamu earned his PhD – Public Health: Epidemiology from Walden University in the U.S.A.; Master of Public Health (MPH) from Cardiff University in the United Kingdom; sponsored the British Chevening Scholarship – a competitive, prestigious fellowship scholarship awarded to distinguished professionals; and Bachelor’s of Medicine and Surgery (MBBS) from Ahmadu Bello University, Zaria, Nigeria. His research interests include tuberculosis prevention and control in both adults and children, partnerships, neonatal tetanus epidemiology, HIV/AIDS prevention, control, treatment and health emergencies.
Dr. Adamu is an active member of several professional bodies, including American Public Health Association (APHA), Walden Alumni Association, Royal Society for Tropical Medicine & Hygiene (RSTMH), British Chevening Scholars Alumni Association, International Union Against Tuberculosis and Lung Disease (IUATLD), Internal AIDS Society (IAS), Stop TB Partnership, National Geographic Society and Nigeria Medical Association.
Associate Director of Performance, Excellence and Accountability, United Health Group
Professor of Health Policy, Ohio University
Advisory Member, Bryan University
Dr. Mary Bynum possesses a Bachelor’s of science degree in nursing from the Ohio State University and a Master’s degree in Public Policy and Management from the Ohio State University as well. In 2015, she obtained a Doctorate in Health Administration from the University of Phoenix and is a certified case manager with the Commission of Case Management.
Dr. Bynum has an extensive background in leadership, education, administration, and public policy. She is a professor at Ohio University and Columbia Southern University. In addition, she is a senior project manager on the performance, excellence, and accountability team for United HealthCare. In 2011, Mary was governor appointed to serve as the health care policy analyst for the state of Ohio under the direction of governor Kaisch.
Dr. Bynum is extremely compassionate about serving vulnerable populations. Her countless years of volunteerism is reflections of her commitment to serving individuals that are in need. She is a board member of the Franklin County Children Service Citizen Advisory Committee (CAC) whose objective is to ensure children and families who have triumphed over major life challenges are recognized and supported.
Dr. Bynum has severed as a Committee Member for the Ohio Statewide Health Disparities Collaborative, the Human Trafficking Taskforce, and the Ohio HIV Steering Committee. As a National Healthcare Speaker and mother of two boys (London and Roman) Dr. Bynum’s motto is “The best legacy we leave is not for our children, but in our children” Debra Roberts.
Public Health Analyst, U. S. Department of
Health and Human Services, Health Resources and Services Administration.
Advisory Member, Bryan University
A Community-Oriented Public Health practitioner by training, Gary is currently a Public Health Analyst with the Health Resources and Services Administration’s (HRSA) Office of Regional Operations in Region 10, which is comprised of Alaska, Idaho, Oregon and Washington. Gary is currently the HRSA regional lead for rural health, chronic disease, community engagement and tribal health.
Prior to joining HRSA, Gary was an Executive Officer for the VA Puget Sound Health Care System where he served as the Privacy and Freedom of Information Act Officer. Gary has also worked in various consulting and advisory positions in public health; he was the Quality Assurance Coordinator for the Washington State Department of Health’s Immunization Program and has worked as a Health Policy Analyst for several public health organizations in the Pacific Northwest.
Gary has an M.P.H in Community-Oriented Public Health Practice from the University of Washington and a M.B.A. in Healthcare Management from Western Governors University. Gary has received various public health fellowships, including the Quentin Burdick Fellowship in Rural Health and the Tobacco Scholars Career Development Fellowship, and received the HRSA Administrator’s Special Citation Award in 2015 and 2016 for outstanding performance.
Physician Scientist/Project Coordinator Reproductive Endocrinology, Massachusetts General Hospital
Advisory Member, Bryan University
Dr. Richard Mutyabule is an accomplished Clinical Study Physician with in depth knowledge in Global Clinical Trials and cutting-edge therapeutics. He attained his Primary Medical degree from Uganda. He completed his fellowship in Oncology and Immunology in the United Kingdom. He is a beneficiary of the Skilled Careers in Life Sciences grant through the Boston University School of Medicine and has special interests in Cardiovascular medicine, Onco-immunology, Cancer therapeutics and Pharmacovigilance.
He brings his wealth of knowledge in Clinical medicine to areas of Global health, Health policy and Infectious diseases.
Contributing Faculty/Doctoral Dissertation Chair, Walden University, School of Health Services
Adjunct Faculty, Healthcare Management, Herzing University
Advisory Member, Bryan University
Dr. Richard “lives teaching” with wide experience in higher education. Dr. Richard serves as Contributing Faculty/Dissertation Committee Mentor (Supervisory Committee Member) for Walden University’s PhD Health Services/Dr. Healthcare Administration program. Dr. Richard also fulfills the role of Adjunct Faculty for Herzing University’s Online Healthcare Management program, teaching various undergraduate courses. In this capacity, she has conducted course evaluation and course development.
In addition, Dr. Richard is a certified Project Management Professional with over 25 years of related industry experience, particularly IT projects on federal contracts (nuclear waste storage) and local government (county.) She has worked for more than 15 years in the health and wellness arena, the field in which she currently performs as a Certified Professional Health and Wellness Coach and Coach Concierge with functions including mentoring, facilitating, and training.
Dr. Richard earned her PhD – Health Services: Community Health from Walden University; Master in Organizational Management (MAOM) from the University of Phoenix; and Bachelor in Business Administration/Management Information Systems (BSBA/MIS) from the University of Nevada Las Vegas. Her research interests include healthcare delivery/systems, whole-person health and well-being, physical activity, coaching/mentoring, education, single mothers, vulnerable populations, health disparities, preventable chronic disease, culture, encouragement, self-acceptance, socio-economics, as well as qualitative research and methodology.
Dr. Richard’s passion is encouraging people to be, do, live, and give their best. Likewise, she is passionate about educating through engaging and challenging individuals in taking charge of their education and overall well-being.
Founder and Chief Scientist, Interactive Healthcare Designs
Advisory Member, Bryan University
Dr. Jeffrey Smoot has a Bachelors in Information Technology, Masters in Business Administration, and Doctorate in Computer Science.
He has been involved in the healthcare industry since 1988 for major healthcare systems in the United States. With extensive knowledge in Biomedical Technology, PACS Administration, Cardiovascular Information Systems, Healthcare Informatics and Healthcare IT, he has performed doctoral research on the reduction of Noscomial infections in hospital through touchless interfaces.
His main interest of research is in the area of Virtual Reality and Augmented Reality development for Healthcare Cardiology, he has been the keynote speaker at the 2015 Georgia Biomedical Instrumentation Society Annual Convention, Colorado Technical University Alumni Board member.
Currently he is a Professor at Trident University International in Healthcare Informatics and Business Systems Analyst Lead for Cardiology at major Healthcare System. Dr. Smoot is the Founder and Chief Scientist of Interactive Healthcare Designs, which develops innovative technologies for healthcare in the space of Virtual Reality/ Augmented Reality and Human Computer Interaction.
HIM Director, Maricopa Integrated Health System (MIHS)
Advisory Member, Bryan University
Manny Soto-Griego, RHIA – is a health information management (HIM) professional with over 30 years of healthcare experience in healthcare consulting, revenue cycle operations, electronic health record (EHR) applications, document management, and project management. Manny has served in administrative, interim management, and consulting capacities within large academic and urban hospitals. His experience in the healthcare industry has focused on improving operational and financial performance in a variety of healthcare settings. Manny is the HIM Director for Maricopa Integrated Health System (MIHS) in Phoenix, Arizona.
Faculty, Bryan University
Faculty, Bryan University
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