Course Descriptions
Review the degree requirements and course sequence for the Certificate in Human Investigations or Master of Clinical Research.
Students will need to register for courses according to their course plans (Certificate or MCR) using the Student Information System. If you are not currently enrolled in the HIP program, contact us at hip@ohsu.edu about registration.
Note: Most class sessions are held for two hours each day, one day a week unless otherwise noted. See the HIP course schedule for details
- Core Courses
- Elective Courses
- Other courses
Core Courses
Core courses - required for certificate and MCR
The following comprise the core, required courses of the Human Investigation Program for the certificate and MCR and are offered as tuition-free. A University Fee will be applied each term enrolled. See more about tuition and fees for the HIP program.
HIP 507A Evidence-based Medicine Seminar (2 credits, Selective)
Course Directors: Moira Ray, M.D., M.P.H.
Format: Hybrid; small group seminar series
Evidence-based medicine relies on three fundamental skills: 1) awareness of the best available evidence, 2) assessment of the applicability or trustworthiness of the evidence, and 3) aligning the balance of harms/benefits/costs with the values and preferences of the patient. This evidence-based medicine seminar expands upon earlier teaching on research design to guide students in the critical assessment of evidence arising from to the broad array of clinical research designs used in published studies. The goal of this seminar is for students to gain familiarity with evaluating the validity of various study designs used in published research and identify the advantages and disadvantages of various methods of presenting the results of a study (e.g., relative risk reduction versus absolute risk reduction). As they learn about clinical research design in other courses or encounter studies in their daily work, the students have the opportunity to immediately apply that knowledge by critically reading recently published studies or hone their skills using supplied articles. This module is conducted through short didactic sessions, guest lecturers, and small group discussion and caps the learning process from the previous 18 months of HIP courses through critically reading and appraising the literature.
Prerequisites: HIP 511, 512 and 513
Offered: Winter and Spring terms; 8 weeks (credits divided between terms)
HIP 510 Introduction to Clinical Research (1 credit)
Course Director: Cynthia Morris, Ph.D., M.P.H.
Format: Online asynchronous; informational presentations, discussions, online lectures and resources
The specific goal of Introduction to Clinical Research is to provide an early education to students in the essential skills and structure of clinical research and in the basic process of building a patient-oriented research study. Discussions will include the essential elements of a career in clinical research, opportunities for obtaining early career funding, and the importance of mentorship. Although didactic methods will be employed, there will also be an emphasis on introducing available resources to early career investigators. Subsequent courses will build on this foundation in specific areas (biostatistics, clinical research design, translational research, etc.).
Offered: Fall term
HIP 511, 512, 513 Clinical Research Design I, II and III (2 credits each)
Course Directors: Team taught - Cynthia Morris, Ph.D., M.P.H., Ryan Cook, Ph.D., M.S.P.H., M.E. (Beth) Smith, D.O., M.C.R., and Priya Srikanth, M.P.H.
Format: Hybrid; interactive classroom lectures and small group work
This course sequence is the cornerstone of HIP. The goal is to educate students in the basic competencies of clinical and translational research and to propose, design, critique, and analyze a patient-oriented research study. Interactive classroom lectures and discussions are conducted with emphasis on causal inference, measures of association, bias, confounding, and strengths and weaknesses of various study designs. Students learn basic concepts in probability, estimation, and hypothesis testing as well as statistical methods frequently used in clinical research. The objectives of the course are to provide familiarity with basic statistical concepts and issues in clinical research and in-depth study of research design with integration of biostatistical methods. More advanced topics include uses of more complex designs and modeling to control for confounding in experimental and observational studies. Evaluation of diagnostic testing is discussed, focusing on study design and implementation. Students will be asked to read current clinical literature to reflect on these themes.
Offered: sequentially Fall, Winter and Spring terms; full terms
Note: must be enrolled all 3 terms
HIP 511A Proposal Development (3 credits)
Format: Online synchronous; small group sessions
Offered in conjunction with HIP 511, 512, 513 (Clinical Research Design I, II and III), this course offers a small group session experience in which students develop a research hypothesis, specific aims, and research methods to answer a clinical question. Intertwined with lectures in HIP 511, 512, and 513, students will meet a total of 6 times in small groups led by experienced clinical research faculty members to discuss research ideas and methods for testing specific hypotheses. At each session, students complete a written assignment that is similar to required sections of any grant. In the end, the assignments come together as a complete grant proposal, with the exception of budget. Students in the small groups are expected to read and contribute to the development of the other proposals in the small group.
Offered: Must be enrolled Fall, Winter and Spring terms in conjunction with HIP 511, 512, 513 Clinical Research Design I, II and III. Students meet a total of 6 times with clinical research faculty members; 2 sessions per term
Note: Must be taken in conjunction with HIP 511, 512 and 513, or with permission, the following year. No auditors.
HIP 516 Protection of Human Subjects (1 credit)
Course Director: Kathryn Schuff, M.D., M.C.R.
Format: Hybrid; large-group lecture, case-based, interactive discussion, attendance at an IRB meeting.
This course enables clinical researchers to recognize and appropriately address legal, regulatory, and ethical issues in research, with special attention to vulnerable subjects and regulatory issues unique to Oregon. This is accomplished by: 1) teaching basic concepts in law, federal regulation, study design, and ethics related to clinical research; 2) reviewing common problems encountered in human subjects protocols and informed consent documents to demonstrate how to identify and remedy deficiencies; 3) reviewing the roles and responsibilities of institutional review boards, investigators, and sponsors involved in the conduct of human research; and 4) reviewing the obligations of clinical researchers in relation to initial and continuing reviews, reporting of unanticipated problems, reporting changes in approved research, and consenting human subjects and monitoring safety in research as required by federal regulations. The course includes discussion of the historical roots for current regulations, Oregon law, federal regulations, OHSU policies, and practical advice for navigating the compliance milieu related to human subjects research.
Offered: Fall term; 4 weeks
HIP 517 Scientific Writing and Data Presentation (1.5 credits)
Course Director: Rachel Dresbeck, Ph.D.
Format: Online synchronous; seminar series with case-based learning
Success in clinical research rests on the researcher’s ability to communicate the findings of research clearly and effectively. The purpose of this course is to provide insight into the peer-reviewed journal process in clinical medicine and surgery. The student also gains an understanding of the elements of clinical science writing that are expected in peer-reviewed publications. This course covers the following topics: writing for success in academic medicine; elements of the clinical science paper; ethics in writing, defining the peer-review process; selecting best journals for submission; strategies for collaborative writing; crafting data displays; and how to review a paper and how to respond to reviewers’ comments.
Offered: Winter term; 6 weeks
HIP 523 Data Science for Clinical and Translational Research (2 credits)
Course Directors: Mohammad Adibuzzaman, Ph.D.
Format: Hybrid; interactive classroom lectures, data wrangling sessions, and asynchronous content
This course provides an introduction to principles of clinical research informatics, including use of data sources such as clinical information systems, data management, collection and storage of clinical data, database design, and data security. This includes exercises in working with data to answer clinical questions. Course objectives include developing skills and comfort to construct and implement a data collection, management, and secure storage plan for clinical data; and developing the facility with clinical data to wrangle data to answer questions and test hypotheses.
Offered: Fall term; 8 weeks
HIP 526 Capstone – Mentored Experience (6 credits)
The mentored experience is the centerpiece of HIP and is designed to create independent clinical investigators. The mentored experience results in an academic product, either a grant submission or peer-reviewed publication. Developing a research proposal with a mentor allows the student the optimal opportunity to experience all the steps in this process. These include reviewing the background literature, developing a hypothesis and specific aims, designing an appropriate and fundable study to answer the hypothesis, formulating the statistical analysis, and refining the written work to maximize fundability. This exercise replicates the critical experience necessary to creating an independent, funded research program.
Offered: Credits are divided between variable terms typically after completing the first year.
HIP 538 Community-Engaged Research (2 credits, selective)
Course Director: Dora Raymaker, Ph.D.
Format: Online synchronous; didactic learning paired interactive discussion
The goal of Community-Engaged Research is to educate students about: 1) the history and rationale for including marginalized, vulnerable, and difficult-to-reach populations in research; 2) the major frameworks for community-engaged research and how to match them with inquiry; 3) the advantages, disadvantages, and ethical, methodological, and logistical considerations of community-engaged research; 4) how to apply course concepts to their own research. Faculty with experience in clinical, health services, and community-engaged research will discuss theoretical and practical aspects of these topics. The course employs didactic lectures and interactive exercises.
Offered: Summer term; 5 weeks