All HCOM courses are offered 100% online, and are asynchronous, meaning there are no specific days or times students are required to be online. Each class requires weekly deadlines so students interact with each other on a regular basis, and feel like they are part of a program with colleagues (as opposed to complete self-paced learning), but all of these deadlines allow for students to complete their work in their own free time.
Within the HCOM program, there are 2 types of courses offered:
1) 8-week, 4 credit hour courses
2) 4-week, 2 credit hour courses
Each semester, students participating full time will take an 8-week course and a 4-week course, one at a time, with a 2-week break in between. In this way, students take 2 classes per semester for a total of 6 credit hours.
Courses offered in this program include (but are not limited to):
This course is designed to familiarize students with theory and research on communication in health and illness contexts, focusing on how messages from interpersonal, organizational, cultural and media sources affect health beliefs and behaviors. We will explore communication in health care delivery, health care organizations, as well as health promotion and disease prevention. Spanning multiple levels of communication, different communicative channels, and the use of diverse communication media and technologies, this course will demonstrate a variety of perspectives from which scholars examine health communication at an individual, family, professional, organizational and societal level. By the end of this course, students should be able to identify a variety of health communication topics, understand the theoretical foundations underlying differences in the ways individuals communicate about health, exhibit familiarity with health campaign strategies and organizational influences on health, and identify strategies for generating successful or beneficial health-related communication (as well as recognize problematic communicative trends)
In a world where communication itself is a form of health care, how can we know which communication strategies actually work? Most of what we know about the role of communication in health comes from systematic collection and analysis of data. This course introduces social scientific methods for research on health communication and health outcomes. These methods may be used either to build general (theoretical) knowledge about communication or to aid in design and evaluation of actual messages and campaigns. Students will learn: how to frame questions that can guide collection of data; how to measure knowledge, attitudes, and behavior; how to systematically evaluate or compare communication strategies; how to effectively use data in making decisions about programs; and how to read and understand the expert literature on health communication.
This course is designed to promote a very pragmatic approach to data analysis, combining statistical methods that support decision-making with "high resolution" methods that provide deeper insight. A primary objective, then, is to begin building a repertoire of techniques that can be applied in likely research settings. No prior background in statistics is expected, and because students enter this course with diverse preparation, certain portions of the course will be individually tailored. By the end, everyone will have command of a core set of basic statistical techniques, and everyone will learn something new. A consistent goal for all is to know how to conduct some analysis independently and how to enlist additional specialized expertise when needed.
This course is designed to familiarize students with current perspectives on the interplay between family communication processes and health-related issues. Using theoretical foundations such as systems theory, communication privacy management theory, narrative theory and family communication patterns theory, we will explore the ways that family members communicate about health, cope with health-related problems and influence one another's health-related behaviors. We will also examine how different family relationships (e.g. spouse, sibling, parent-child) may influence health communication and health-related behaviors, as well as different mediums through which such communication takes place (e.g. face-to-face, online, etc). By the end of this course, students should be able to identify a variety of health-related issues which necessitate family communication, understand the theoretical foundations underlying differences in the ways families communicate about health, exhibit familiarity with privacy concerns when sharing or distributing health-related information among family members, and identify strategies for generating successful or beneficial health-related communication among family members (as well as recognize problematic communicative behaviors).
Communication is essential in individuals and their supportive others' management of mental and physical health. People facing illness or trying to maintain good health face many challenges: making decisions about treatments and other courses of action, managing uncertainty about their future or the trajectory of their illness, coping with large volumes of information containing potentially conflicting advice, and responding to changes in their identities and relationships as a consequence of illness. Managing those challenges can be helped or hindered by communicating with others (e.g., family, friends, and health care providers). This course focuses on three general areas: (a) communication and identity, (b) health and personal relationships, (c) health care provider-patient interaction. This is an advanced course on the theoretical bases for understanding social interactions in health care settings.
Informatics is a broad term that refers to the use of information and communication technologies to facilitate information management in particular contexts. Health informatics is concerned with the handling and management of information in the delivery of health care and the management of health and illness, and the use of technologies to do so. It is an expansive and multidisciplinary field that encompasses (1) the technical aspects of system design and implementation in healthcare contexts and (2) efforts to understand how and why such systems are used. This course examines the contemporary healthcare environment, stakeholders in that environment, and the technologies that they employ to manage information and communication. We will examine the ways in which patients, caregivers, healthcare providers, and others "work" to manage health and illness, and the role that informatics applications play in their efforts. Students will be introduced to the analytic tools (i.e., concepts, models) necessary to understand the relationships that exist between health informatics applications, the individuals who use them, and the surrounding context in which use transpires. Students will also examine pressing problems in the contemporary healthcare environment and explore how informatics applications could be brought to bear on them.
This course provides background on the organizational features of the U.S. health care system. The aim of the course is to provide students with a comprehensive image of the context in which communication between patients and providers, health care consumers and organizations, and public health care messages are sent, received, exchanged, interpreted, and circulated. The course considers four aspects of organized communication and health: 1) background on financing and the system and organization of personal medical services in the United States; 2) the organizations and professions involved in providing personal medical services in the United States and their interrelationships; 3) learning about the U.S. system through international comparisons; and 4) emergent communication issues in the management of health care organizations.
This course is designed to give students a greater understanding of the theory, research, and application of health campaigns. The health communication literature cuts across a number of disciplines including advertising, communication, marketing, public health, political science, psychology, and sociology. This course represents some of that diversity with an emphasis on the theoretical underpinnings of several theories used in health campaigns. In addition to understanding the theories behind many of today's health campaigns, we will also spend time addressing important aspects of a campaign including formative research, audience segmentation, message tailoring, and evaluation. In all, the purpose of this course is to introduce students to many of the leading theoretical frameworks in the health campaign literature as well as provide them with some insight into the nuts and bolts of designing and evaluating a health campaign.
Social marketing is the application of marketing concepts and practices to bring about behavior change for a social good. Social marketing is an approach to planning and implementing projects and programs that emphasizes a customer-centered mindset to learn what people want and need to change their behavior. This course is designed to give you a thorough orientation to the discipline of social marketing and its application to a range of problems with an emphasis on issues in health contexts. Topics will include audience research, segmentation strategies, communication channels, the marketing mix, and the application of behavioral theory. Students will acquire practical skills in the design, implementation, and evaluation of health intervention initiatives that use social marketing.
The Capstone Individual Study is this program's version of a Masters' thesis. During this 8 week course, students will design and create their "capstone project" which will utilize all of the skills, knowledge, and expertise in health communication that they have gained in the past two years and apply them towards their own personal interests in the health communication field. This project will be guided and evaluated by a committee of HCOM faculty and other healthcare experts in the community. When complete, the capstone project will be something that students can add to their professional portfolios--a research paper, a webinar series, a dynamic presentation, etc.--that will help them establish themselves in their chosen professional arena as a health communication expert.