DrPH/DHA RESIDENCY 1 FINAL ASSIGNMENT: Towards the Doctoral Study Matrix: This is a working document for you to start and revise during the residency sessions as you work towards the doctoral study. We don’t expect you to know now what your doctoral study will be. Start with something close to your interests. As you develop your thinking, capture your thoughts and ideas. We expect your final doctoral study will be different after many more courses and iterations of thinking. The boxes will expand as you type.  (See Guidelines and Rubric in attached document.)

  

GUIDELINES FOR RESIDENCY 1 FINAL ASSIGNMENT: You will develop the Final Assignment during each of the Residency 1 sessions. Residency 1 sessions were designed to help you learn how to begin to develop your research components.

The rows in the Final Assignment represent the iterative process of developing your research ideas. To complete the Final Assignment, there are four actions: 

· 1st row: Write your initial ideas/thoughts for each item. 

· 2nd row: Gather feedback from others on those items. 

· 3rd row: Finalize your thoughts about each item.

· 4th row: Reflect on what you need to do to move forward.

DrPH/DHA RESIDENCY 1 FINAL ASSIGNMENT: Towards the Doctoral Study Matrix: This is a working document for you to start and revise during the residency sessions as you work towards the doctoral study. We don’t expect you to know now what your doctoral study will be. Start with something close to your interests. As you develop your thinking, capture your thoughts and ideas. We expect your final doctoral study will be different after many more courses and iterations of thinking. The boxes will expand as you type. (See Guidelines and Rubric below.)

 

 

 

 

 

Name: Date: 02/20/2020 Residency Cohort: DHA Resi. 1, group 1, cohort A Cohort Leader: Dr. Carlson
College/School: Walden University
Specialization: Health Administration DHA
Working Title for your Doctoral Study (12 words or less): Working with opioid addictions: proper management of addiction and chronic pain by primary care providers, addiction rehabilitation and follow-up treatment.
Seminar/Session
Research Components to Align	Doctoral Study Process and Advising What do you learn? What questions can you now answer?	From Social Problem to Research Problem What is the social problem? Why is it important to address? Which stakeholders would care? You can use citations.	Researching the Literature List key words and search terms to explore. Add at least 3 empirical references below.	Secondary Data Exploration What data are you considering? What issues might you need to think about in accessing data? How can you determine if a dataset will work for your research?	Research Problem to Research Question What researchable problem relates to your social problem of interest? What might not have been researched about it? (Gap) Write two research questions based on your initial ideas.	Research Question to Research Method What methods will you consider to address your research question(s)?.	Conceptual Modeling Which data variables are important for your research? How do they relate? Describe in a paragraph a conceptual model of your study.
Initial idea(s) and/or questions generated during seminars 1-5	Currently the opioid crisis in the U.S. is at an all-time high. Primary care doctors are not trained during their formal medical training to treat opioid addiction.	Many Americans are addicted to opioids after being placed on them by their primary care doctor for pain management. Rehabilitation programs to help patients overcome addiction are scares. Doctors continue to feed the addiction because they lack proper training to effectively take their addicted patients off of narcotics.	· Opioid addiction · Pain management · Opioid addiction rehabilitation · Training primary care doctors to rehabilitate patients addicted to opioids
Peer and Faculty feedback and networking: Gather feedback on your idea or questions from at least one faculty and one peer at residency. For example: Peer in my program suggested x, y, z. The faculty who I met with at advising recommended a, b, c. Due to faculty feedback regarding my topic, I revised it in this way.
Final Response: Enter your “final response” in each column based on the feedback you received. If the information did not change enter it here as well.
Reflection & Next Steps: Reflect on your next steps for each component (column) based on the feedback and what you have learned during Residency 1. What do you need to do to prepare for Residency 2 (e.g. Read, annotate, network, build skills, use resources, etc.}
REFERENCES: At least three empirical articles and one theory book or article.

GUIDELINES FOR RESIDENCY 1 FINAL ASSIGNMENT: You will develop the Final Assignment during each of the Residency 1 sessions. Residency 1 sessions were designed to help you learn how to begin to develop your research components.

The rows in the Final Assignment represent the iterative process of developing your research ideas. To complete the Final Assignment, there are four actions:

· 1st row: Write your initial ideas/thoughts for each item.

· 2nd row: Gather feedback from others on those items.

· 3rd row: Finalize your thoughts about each item.

· 4th row: Reflect on what you need to do to move forward.

RESIDENCY 1 FINAL ASSIGNMENT – GRADING RUBRIC

Residency 2 Final Assignment

Criteria

0—Element Missing

1 to 2—Below Expectations

3—Meets minimal expectations

4 to 5–Exceeds Expectations

(1) Initial Ideas

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what is being proposed, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear

(“none” is not an acceptable answer for any element)

Clear description of information presented in each of the items

(“none” is not an acceptable answer for any element)

(2) Peer & Faculty Feedback

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what the feedback was and/or feedback from at least one peer and at least one faculty not provided, or the answers are not related to the item (“none” is not an acceptable answer for any element)

Adequate description of the feedback from at least one peer and at least one faculty provided and an indication of how that feedback may be used in included (“none” is not an acceptable answer for any element)

Clear description of the feedback from at least one peer and at least one faculty provided and a clear description of how/if that feedback will be used and why (“none” is not an acceptable answer for any element)

(3) Final Response

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determine what is being proposed, or the answers are not related to the item

Adequate information presented in all or most of the items so that the reader can determine what is being proposed but some areas may not be clear Clear description of information presented in each of the items

(4) Reflection & Next Steps

One or more item is completely not present; an answer of “none” is given for one or more items.

Minimal information presented in the items so that the reader cannot determined what the student learned from the experience and/or next steps are not clear, or the answers are not related to the item.

A reflection on each of the sessions/areas is provided as well as next steps planned in each session/area.

Clear description of the reflection on each of the sessions/areas is provided as well as defined next steps planned in each session/area.

(5) Writing

Reader is not able to make sense of the materials provided.

Inconsistent use of standard English obstructs presentation’s clarity and the reader’s understanding of ideas and/or inconsistent use of grammar and mechanics are evident throughout presentation.

Consistent use of standard English and/or few inaccuracies in grammar and mechanics.

Use of standard English, grammar, and mechanics are at a scholarly level.

Grading:
(“none” is not an acceptable answer for any element)

Satisfactory (S)= All items at a score of 3 or above (Meets minimal expectations)

Unsatisfactory (U)= One or more items at a score of 2 or lower (Does not meet minimal expectations).

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