University of Illinois at Chicago School of Public Health

Community Health Sciences

Spring 2015

CHSC/EPID 545: Reproductive and Perinatal Health

(3 credit hours)

Instructor: Arden Handler, DrPH

Office: 655 SPHPI

Phone: 312-996-5954Fax: 312-996-3551

Course Time: Tuesday 1:00-3:45 pm

Location: Room 636, SPHPI

Format:Instructor and guest lectures and student-led presentations and discussions

Course

Prerequisites:It is recommended that students have taken EPID403, BSTT 400 and CHSC 510 or consent of instructor

Evaluation: Grading will be based on the following:

1. Attendance and participation in class discussions, demonstrating familiarity with assigned materials (15%)

2. Student-Led discussions of Readings (20%)

3. Presentation on Independent Research Topic and Selection of Related Readings (25%)

4. PRAMS Question Development Project (15%)

5. Final paper on Independent Research Topic (25%)

Class Website: http://blackboard.uic.edu

The course site is located in Blackboard (BB) and contains the syllabus. For detailed information on Blackboard, see the section on “Using Blackboard” below.

Class Organization:

The first three classes will be background and overview sessions presented by faculty. During week 2, there will be a discussion of conceptual models for examining reproductive and perinatal health which will involve student-led discussion. The first three class sessions will be followed by presentations by Dr. Handler on key reproductive and perinatal health outcomes, both the epidemiology as well as major prevention and intervention strategies being utilized or under consideration to improve reproductive and perinatal outcomes and reduce disparities. Because reproductive and perinatal health outcomes occur along a continuum with many interventions having an impact on multiple outcomes, the prevention and intervention strategies that are discussed on any one day may have an effect on multiple health status outcomes.

There will be two general modes of class delivery: lectures will be followed by either a guest speaker (local reproductive and perinatal health researcher) discussing their research or by a student-led discussion of the readings for that week and possibly a past week.

Reading materials:

There are two main types of readings in this class.

  • Health Status Readings: provide an overview of the epidemiology of each health status outcome.
  • Prevention and Intervention Readings: provide an overview of the major public health approaches being used to address this outcome/other outcomes along the continuum.

In addition, on the days that there are guest speakers, there may be some additional readings related to the topic of their talk.

The course will require one text: Wilcox, Allen J. Fertility and Pregnancy: An Epidemiologic Perspective. Oxford University Press, 2010. You can order the book online directly from Oxford University Press at The cost is $53.00. The price on Amazon is $48.00.

Many chapters from the following book are also utilized. You can find these chapters using the URL below. Handler,A. Kennelly, J. and Peacock, N.(Editors) Reducing Racial/Ethnic Disparities in Reproductive and Perinatal Outcomes: The Evidence from Population-Based Interventions. Springer, NY, 2011.

URL:

Readings in the syllabus are available on the course BB under Course Readings. Students presenting their research topic during the last few weeks of class will provide two readings associated with their session. These readings should be posted at least one week in advance of their presentation in the Discussion Board under Student Readings.

All reading assignments should be completed prior to the class for which they are assigned.

Course Learning Objectives:

At the completion of this class the student will be able to:

  1. Describe the key risk factors/risk markers, sequelae, and racial/ethnic disparities associated with major reproductive and perinatal outcomes.
  2. Describe the differences in incidence and prevalence and etiology for major reproductive and perinatal outcomes in the U.S. If relevant, comparisons with developing and other developed countries will be explicated.
  3. Describe theoretical models for examining reproductive and perinatal outcomes with particular emphasis on the lifecourse model.
  4. Understand key data sources in reproductive and perinatal health and how data collection and measurement problems can affect the validity of some perinatal or reproductive health indicators.
  5. Discuss the general approaches to the amelioration of adverse pregnancy outcomes currently implemented or under consideration for implementation in the U.S., and where applicable, globally as well.
  6. Discuss several research hot topics in reproductive and perinatal health.
  7. Critically examine the current research in one specific area of reproductive and perinatal health and identify research gaps.

8. Facilitate a discussion about the research literature associated with a strategy for improving/reducing disparities in a reproductive/perinatal outcome.

Accessing and Using the Blackboard Website

You can access the CHSC 545 Blackboard site directly at http://blackboard.uic.edu. To login to Blackboard you will need to provide your UIC Netid and ACCC Common Password. If you are new to BlackBoard you are strongly encouraged to review the Instructional Technology Lab’s (ITL). http://www.uic.edu/depts/accc/itl/blackboard/student_support.html. For further information concerning your NetID, please visit the ACCC NetID page at http://www.uic.edu/depts/accc/index.html/ACCTS.html.For further assistance with your ACCC Common Password please visit the CSO consultant’s site: http://www.uic.edu/depts/accc/cso/.

CHSC 545 Blackboard Menu

Menu items, located on the left side of the page, are organized as follows:

  • Announcements: Look here for announcements from faculty about the class, as well as about other lectures, workshops, conferences, etc.
  • Syllabus: a copy of the 2015 syllabus can be found here.
  • Course Information: Contact information for faculty, including office hours.
  • Guest Lecturers: Biographical information for guest lecturers.
  • Course Documents : Look here for Schedules of Assignments, Discussion Questions for Week 2, a link to tools for Conducting a Literature Search, and materials for the PRAMS assignment.
  • Course Materials: Look here for a listing of sources for reproductive and perinatal statistics as well as for additional relevant resources that I will post from time to time.
  • Course Readings: Click here for links to pdf files containing course materials.
  • Lecture Overheads: Powerpoint presentations and other materials related to individual class lectures provided by faculty and guest speakers. Please print out any posted presentations before class.
  • Discussion Board: Post two of your class assignments on the BB Discussion Board.
  • Final Discussion Questions for Readings
  • Powerpoint Presentation on Research Topic and Student Readings (two) for Research Topic Presentation (these will be two separate threads)
  • Assignments: Post your four major assignments here (Final Discussion Questions for Readings, Powerpoint Presentation on Research Topic, PRAMS Question Proposal, Final Paper on Research Topic). As requested directly above, you will also post your Final Discussion Questions for Readings and Powerpoint Presentation on Research Topic (and two Student Readings) on the Discussion Board.
  • Communication: Post announcements, messages and personal profiles to the website. The Discussion Board can be accessed here or through its own menu item.
  • Library Resources –Link to UIC library resources
  • Support Site- Link to ACCC/BlackBoard information
  • Student Tools – Link to additional BB tools
  • Student Services –Link to UIC services and resources

How to post items in the Blackboard Discussion Board:

To post an item in the Blackboard Discussion Board, first navigate to the “Discussion Board” section of the CHSC 545 Blackboard site. Next, choose the appropriate forum you want to post to (e.g., Discussion Questions for Readings). Open the folder and then click the “Add New Thread” button” which will open the “create new message” page. When you have completed the message and/or attached files to the message press the “submit” button to post your message. Note: If you would like to reply or submit a comment to a particular thread you can click on the “reply” button.

Further Instructions for Required Coursework

Student Led Discussions of Prevention and Intervention Readings

Student led discussions will focus on the literature related to prevention and intervention for the reproductive/perinatal outcome(s) selected. In student led discussions, students are asked to critically examine approaches to prevention and intervention currently popular in US. What risk factors for the outcome(s) does the prevention/intervention approach address? What is the conceptual and scientific basis for the prevention strategy or intervention? What other approaches might be considered? What research is necessary to improve/change what we are doing?

Presenting students are expected to raise controversial issues for their classmates; their classmates are expected to have completed the reading for the day and be able to offer substantive contributions to the discussion. The presenting student should send the list of discussion questions to Dr. Handler () by the midnight of the Sunday before class as well as post these questions in the Assignments Section of BB. Dr. Handler will review and if necessary modify the questions and return them to you. You will need to post these questions on the BB Discussion Board by Tuesday at noon (Final Discussion Questions for Readings) as well as distribute them in class. In addition, before the overall discussion takes place in class, each student will provide at least one unique question based on the readings to the CHSC 545 Question Box. Students will discuss these questions in pairs. It is expected that all students will be familiar with the readings and be prepared to ask and answer questions for the discussion.

PRAMS Project

States participating in the Pregnancy Risk Assessment Monitoring System (a follow-back surveillance system focused on preconception/prenatal/postnatal care and linked to birth certificate data) are currently being asked to select questions for PRAMS Phase 8. States all are required to include 45 core questions (Core Questionnaire) but have an opportunity to include 30 additional questions called standard questions (Standard Questionnaire). Posted on BB are the PRAMS Phase 8 core questions and proposed Phase 8 standard questions.

The state of Illinois has solicited input from the Maternal and Child Health community of practitioners and researchers. You are a reproductive/perinatal health researcher and you have a specific research agenda. It is very important to you that questions focused on______(topic of your choice) be added by the state of Illinois to their PRAMS Phase 8 questionnaire. In order to have questions added to the state’s questionnaire, you have to defend their addition: why are these questions needed, what information will be provided to the state by adding them, what research questions can be answered by adding these questions that cannot be answered now. You can either select questions from the proposed Phase 8 standard questions or you can propose one or more new questions. Select/develop no fewer than three and no more than five questions for the state of IL to consider. You should provide an overview (no more than one page) of the issue addressed by these questions citing the research literature; in addition, for each question you select/propose, please provide two to three paragraphs in defense of the addition of the question based on the evidence base for this topic. Question proposals should be posted in the Assignment Section of BB and turned into me via hard copy on March 31, 2015.

Student Research Topic (Presentation and Paper)

While the class is structured around the reproductive/perinatal outcome continuum examining descriptive epidemiology, risk factors, sequelae, measurement as well as major prevention/intervention approaches associated with each outcome, the paper is focused on an open research question or topic of your choice. The topic must be related to reproductive and perinatal health but you can focus on one risk factor- outcome relationship, an ethical issue in examining an outcome, a policy issue that impacts reproductive and perinatal health, or a review of the evidence base related to prevention/treatment of an outcome. Any other approach to the paper that you propose will be considered as long as your topic selection fits within the general objectives of the class. Initial ideas for student research topic ideas are due to me () via e-mail by February 10, 2015. A final decision on your research topic based on feedback from me must be made by Feb. 24, 2015 so you can begin to conduct your research.

Student Presentations on Selected Paper Topic:

You will be expected to develop a Powerpoint presentation based on your paper topic which may include:

  1. Background on the issue at hand.
  2. Current controversies: what is known? What is not known? What are the most salient research questions? Students are expected to examine peer reviewed literature to identify the current issues related to their topic and refer to specific articles in their presentation of the issue.
  3. If relevant, raise ethical issues related to the selected topic.
  4. Future research which should be conducted to increase our knowledge about the issue.
  5. A list of references on which the presentation is based. These should include mostly peer-reviewed articles and possibly information from national databases.

Students are expected to select two key peer-reviewed articles related to their paper topic for their fellow students and instructor to read prior to class. All selected articles should be posted on the Discussion Board in BB (under Student Readings) one week prior to the student’s presentation. Students will be expected to post their lecture overheads (under Powerpoint Presentation on Research Topic) on the Discussion Board by midnight of the day before class so that fellow students and the instructors can download and print out the presentation. The Powerpoint Presentation also needs to be posted in the Assignments Section of BB.

Final Paper:

Students will prepare a 10-12 page paper based on the issue selected for their class presentation. The paper should extend the presentation, particularly related to a review of the literature and future research needed. Please submit the final paper to the Assignments Section of BB as well as provide a hard copy to Dr. Handler (you can place in her mailbox on the 6h floor) by Tuesday May 5, 2015.

Student Responsibilities and Resources

UIC School of Public Health Student Responsibilities and Resources: Academic dishonesty is an offense against the University and I am obligated to report any incident to the Associate Dean for Academic Affairs. Academic dishonesty includes (but is not limited to): cheating or assisting someone else in academic dishonesty, plagiarism, unauthorized possession of class materials (e.g., tests, reserve materials), and unauthorized changing of one's grade. Students are encouraged to consult their instructor on rules for proper citation, or website sources such as http://www.library.illinois.edu/ugl/howdoi/citations.html. Two excellent sources which define plagiarism and how to avoid it may be found at:

http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml

http://owl.english.purdue.edu/owl/resource/589/01/.

Students are also strongly encouraged to review UIC's Guidelines on Academic Integrity at http://www.uic.edu/depts/dos/studentconduct.html and the School of Public Health's Student Honor Code at http://publichealth.uic.edu/media/uicedu/sph/studenthandbooks/2014-2015/SPH,Academic,Policies,and,Procedures,Handbook,2014-2015.pdf.

Mutual Respect and Tolerance Statement: Public health deals with controversial issues from multiple perspectives and consideration of these issues may cause disagreements among us or may evoke strong personal feelings, depending on our individual experience, histories, identities and worldviews. Therefore, in all of our interactions and communications, it is important that we strive to have mutual respect and tolerance for one another and for any course guests and members of the community with whom we come into contact. If you feel you have been offended by any content or interactions, you are encouraged to discuss this with the instructor or another faculty member.

Special Accommodations: If you require special accommodations because of a disability you must register with the UIC Disability Resource Center, and notify me of the required accommodation at the beginning of the semester. (http://www.uic.edu/depts/oaa/disability_resources/index.html.)

If you have emergency medical information to share with me, or if you need special arrangements in case the building must be evacuated, please inform me immediately. Please see me privately after class, at my office, or email me.

Outline of Class Sessions

January 13, 2015: Overview of Reproductive and Perinatal Health and Strategies to Improve Reproductive Health Before, During and After Pregnancy

January 20, 2015: Conceptual Models for Examining and Improving Reproductive and Perinatal Outcomes (Brief Lecture by AH and Student-Faculty Discussion of Models)

January 27, 2015: Reproductive Physiology.

Guest Lecture: Nadine Peacock (Dr. Handler out of town)

Feb. 3, 2015: Controlling Reproduction and Achieving Pregnancy: Planned and Unplanned

Intervention Readings: Postpartum Contraception (LARC)

Student Led Discussion: Feb. 3 Readings

February 10, 2015: Spontaneous Abortion and Ectopic Pregnancy

Research Guest Lecture: Debra Stulberg, MD, University of Chicago

Intervention Readings: Smoking Cessation During Pregnancy

February 17, 2015: Fetal Loss

Intervention Readings: Preconception Care and Reproductive Life Planning

Student Led Discussion: Feb. 10 and Feb. 17 Readings

February 24, 2015: Preterm Delivery

Research Guest Lecture: William Grobman, MD Northwestern University

Intervention Readings: Reducing Elective Deliveries

March 3: Low Birthweight, IUGR, and Macrosomia

Intervention Readings: Healthy Start and Family Case Management/Home Visiting

Student Led Discussion: Feb. 24 and March 3 Readings