Firearm injuries are a leading cause of death among children and teens. However, there are many ways that these injuries and deaths can be prevented using evidence-based practices and policies. Presented by the University of Michigan Institute for Firearm Injury Prevention and the Firearm Safety among Children and Teens (FACTS) Consortium, this course lays a broad foundation for understanding the science of pediatric firearm injury prevention and the latest research and evidence-based solution. This course covers a range of firearm injury topics including firearm-related suicide, unintentional firearm injury, firearm-related community and youth violence, firearm-related intimate partner violence, school and mass shootings, and officer-involved shootings. Through lectures and interviews from leading firearm injury researchers, and activities, readings, discussion boards, and quizzes, learners can become familiar with the epidemiology, prevention strategies, and policy efforts related to pediatric firearm injury prevention. The course also covers important gaps in existing research and future directions for expanding the knowledge base of the field. This course is designed for multiple fields and levels of training, including students and researchers from public health, medicine, public policy, social work, nursing, criminology, sociology and psychology fields. The course is also appropriate for practitioners, educators and parents. As a learner, you will have the ability to select all modules or individual topics that interest you most. Composed of 7 modules, this course may be taken from the comfort of your home or office, and you can learn at your own pace. Supported by a grant to the University of Michigan by the National Institutes of Health - Eunice Kennedy Shriver National Institute of Child Health and Human Development (NIH/NICHD) (Award Number: R24HD087149) and the University of Michigan Institute for Firearm Injury Prevention. The content is solely the responsibility of the contributors and does not necessarily represent the official views of the National Institutes of Health - Eunice Kennedy Shriver National Institute of Child Health and Human Development (NIH/NICHD) or the Department of Health and Human Services.

This is a course on fundamental sports-related musculoskeletal anatomy which provides students with a basic understanding of the musculoskeletal structure and function of different body regions. Topics include an overview of the musculoskeletal system, spine, upper limb, and lower limb.

This course provides the fundamental knowledge necessary for program managers and implementors in a hypertension control program, especially in resource-limited settings. The course is interactive and includes useful tips relevant to different settings. The course should be also relevant to physicians, nurses, pharmacists, community health workers, and others who are interested in learning about hypertension diagnosis and management.

This course aims to provide the basic knowledge about extracellular vesicles (EV) a generic term including exosomes, microvesicles, microparticles, ectosomes, oncosomes, prostasomes, and many others. It covers areas such as EV history, nomenclature, biogenesis, EV cargo as well as the release and uptake mechanisms, collection and processing prior to isolation, different isolation methods, characterization and quantification techniques. This course is divided into five modules. Module 1 is an introduction to the field and will cover the nomenclature and the history of EVs. Module 2 will focus on the biogenesis, release and uptake mechanisms of EVs as well as the different EV cargos (RNA, protein, lipids). In Module 3, we will focus on the collection and processing of cell culture media and body fluids such as blood, breast milk, cerebrospinal fluid and urine prior to isolation of EVs. Module 4 and 5 will present different isolation methods and characterization/quantification techniques, respectively. Here differential ultracentrifugation, size exclusion chromatography, density gradient, kit based precipitation, electron microscopy (EM), cryo-TEM, flow cytometry, atomic-force microscopy and nanoparticle tracking analysis will be presented. The recommended prerequisites are college-freshman-level biology and biochemistry. After a completed course you should be able to: + Discuss the nomenclature and subgroups of extracellular vesicles. + Describe the RNA, protein and lipid content of extracellular vesicles. + Describe the basic concepts about the most common isolation and characterization techniques and how these techniques are used in the EV field. + State the benefits and limitations of the most common isolation and characterization techniques for extracellular vesicles. + Explain the considerations that are important during the collection and isolation of EVs from different body fluid. + Describe the release and uptake mechanisms of extracellular vesicles All lectures are given in English. Each of the five modules will be followed by an exam. All exams will be in the format of multiple choice questions. The course is organized in collaboration between the International Society for Extracellular Vesicles (ISEV), University of California Irvine (USA), University of Gothenburg (Sweden) and Pohang University of Science and Technology (South Korea).

In your previous 2 courses, you learned some medical interventions and skills to keep newborns healthy in the days and weeks after they have been born.  In this course, you will learn some key things that parents will need to do to keep their babies safe and healthy. The Guidance to Keep Newborn Babies Safe and Healthy Course will teach you best practices for how your baby will spend most of their day: eating, sleeping, and sometimes crying. Parents need to understand how to optimize nutrition, how to create a safe and happy sleep environment, how to safely transport their baby in their car, and how to respond to their baby’s crying. A newborn baby is an amazing beautiful life filled with hope.  There is so much that goes into making sure that babies are born healthy, and so much more to think about after they are born.  Whether you are in the health care field, or even a parent, this course is the perfect educational opportunity for you to keep newborn babies healthy in the days and weeks after they are born!

This introductory course provides a framework for incorporating integrative therapies into your work with clients or patients. By the end of the course, you will be able to assess if integrative therapies are good options in specific situations, as well as educate patients and colleagues about benefits and risks. You will be confident discussing the evidence base for integrative therapies in general, with an understanding of some of the challenges of research in this area, and able to identify reliable sources of evidence-based information. You will leave with the skills to partner with patients or clients around use of these therapies and a plan to introduce integrative therapies in your work or other setting. Continuing Education Credit This course has been designed to meet Minnesota Board of Nursing continuing education requirements for 15 contact hours and may be eligible for CE credit from other professional boards that allow self-documenting of continuing education activities. It is your responsibility to check with your regulatory board to confirm this course meets your local requirements and, if necessary, to provide them with the certificate of completion you get if you pay for and fulfill all the requirements of this course.

Introduces students to the core principles of health equity research. Covers topics such as defining health equity, engaging community and policy stakeholders, patient-centeredness, cultural competence, and dissemination of research findings. Content will recognize different geographic, cultural, and social contexts where health inequities occur.

This course provides an introduction to designing and evaluating to strengthen the health system. After successful completion of all learning activities, course participants will be able to: 1. Define health systems strengthening 2. Describe health systems frameworks and how to incorporate them into evaluation planning 3. Describe how to design and prioritize implementation of health systems programs 4. Detail approaches to evaluate health systems programs, including data sources and study design 5. Introduce tools to assist with evaluation planning and simple models to assess health system intervention impact 6. Describe how to interpret health system evaluation findings and sustainability and scalability implications

In 2015, the UN launched the 17 Sustainable Development Goals (SDGs). Adopted by 193 member states, the goals represent an important international step in setting humanity on a trajectory towards sustainable development. Within this course, you will get a historical overview of how sustainability has been understood, as well as a thorough introduction to the SDGs – what they are, how progress can be measured, and how the SDGs are relevant for the management of the global systems supporting humanity. The course will examine how various societal actors are responding to and implementing the SDGs. While all of the SDGs are essential to sustainable development, SDG 13, Climate Action, is usually perceived as the most urgent in terms of the need for a swift implementation on a global scale. Therefore, particular focus is given to this SDG. Through the course, you will gain up-to-date knowledge of the current understanding of human impacts on the Earth at the planetary level. Progress towards establishing global management of human interactions with the climate system within the United Nations Framework Convention on Climate Change (UNFCCC) is also discussed. The course is designed and taught by Professor Katherine Richardson, who is a member of the 15-person panel appointed by the UN General Secretary in 2016 to write the 2019 Global Sustainable Development Report. In each lecture, Katherine interviews experts who provide insights relevant to the topic at hand.

This course, Public Health in Humanitarian Crises 1, introduces discussions about the public health approach to problems experienced by people affected by disasters, both natural and related to conflict. The course discusses the many changes which occur in people’s lives when they are uprooted by a disaster, ranging from changes in disease patterns, access to health care, livelihoods, shelter, sanitary conditions, nutritional status, etceteras. We will explore what humanitarian interventions could look like if we want to mitigate the effects of disasters. The course content is a mix of theoretical knowledge and many practical examples from recent disasters. We think this course is unique because it contains so many practical ‘real-life’ examples and is taught by instructors and guest lecturers who together have over 200 years of experience in this field. The course consists of 10 modules totaling approximately 9-10 hours of delivered content with an additional 2-3 hours of self-work (quizzes and writing and evaluating a short peer-review assignment) as well as lively discussions forums. The course has been designed in a way that each module builds on the lessons of previous modules. However, you may do the modules in any order and some can be done separately. You do not have to pay for this course if you choose to enroll without a certificate. Sometimes referred to as auditing, enrolling without a certificate means that you will have access to all of the videos, quizzes, assignments, and discussions. The only difference is that you will not receive a certificate upon completion. Click the Enroll Without a Certificate link to sign up and begin the course. Even if you enroll in a session that has yet to begin, you may access most of the course materials right away by clicking the Preview Course Materials link. However, you will have to wait for the session to begin before posting your comments on the discussion forum or accessing the final peer-reviewed assessment. Visit the Learner Help Center for details about session schedules. If you want to learn more, there is a second course which follows this one entitled, Public Health in Humanitarian Crises 2. We welcome you to take this. The course has a similar set-up and discusses additional topics, such as infectious disease outbreaks, disease epidemiology, maternal and newborn health, mental health, humanitarian project design, humanitarian principles, and many other topics.