I. Background and Overview of Program
The field of Global Health involves improving health care for people in all countries across the globe with a focus on reducing inequity. The MMSc-GHD program seeks to meet the demand for leaders who have skills in operational research in the field of global health. The MMSc-GHD provides training in the design, implementation, evaluation, and improvement of health programs. By taking a scholarly approach to the problem of health care delivery, the MMSc-GHD generates (1) an expanded body of knowledge about the prevention and treatment of disease, (2) a framework for defining the best practices for the implementation of medical programs, and (3) strategies for overcoming the translational barriers that now exist. The program helps global health leaders develop systematic research approaches (e.g., qualitative, quantitative, decision analysis) to produce evidence and analyze the factors associated with the integration of effective interventions. Students graduate with the theoretical knowledge and practical tools to implement innovative health care delivery programs and projects in all settings.
II. Mission Statement and Goals and Objectives
The Harvard Medical School Master of Medical Sciences in Global Health Delivery (MMSc-GHD) program provides education in bio-social research, program design, and management that students need to become leaders in the field of global health delivery.
The MMSc-GHD program connects students with faculty who are leaders in global health and prepares students with the necessary tools to implement projects and programs and to launch productive, fulfilling, and successful careers in global health.
Upon completion of the program, students will be able to:
· Design and complete rigorous research studies using qualitative, quantitative, and mixed methods.
· Identify and address key issues affecting health worldwide.
· Plan and lead programs to improve health for people in many settings, including settings with limited resources.
The MMSc-GHD program includes both rigorous Harvard-based courses and a mentored on-site research project. The coursework is both didactic and case-based, and it gives students an overview of how global health programs are designed, implemented, and evaluated. The mentored research project gives students significant hands-on experience implementing global health research in the field.
The MMSc-GHD program appeals to a wide range of students, including: early career professionals, mid-career clinicians and professionals seeking new training to develop their careers in global health; medical students; students in other health-related graduate programs; residents, fellows, and other clinicians in training. Graduates pursue careers in health care delivery, clinical research, and global health policy and are the next generation of innovators and leaders in global health care delivery.
III. Degree(s) Offered
The Master of Medical Sciences in Global Health Delivery is a two-year full-time program requiring 64 credits.
The program can be completed in three years, though this option is only available to US citizens and permanent residents. In this track, students enroll part-time during years 1 and 2 and then full-time during year 3. See Section 2.06 for definitions of full- and part-time. Student requests for the three-year program are individually reviewed by program leadership, and decisions on enrollment in the three-year track are made on a case-by-case basis in consultation with the Office for Graduation Education.
Students currently enrolled in the HMS MD program may apply for a 56-credit, full-time program as the dual degree MDMMSc program. MD/MMSc-GHD students enter the program after their third year in the MD program and complete most MD/MMSc-GHD requirements during their fourth year at HMS. MD/MMSc-GHD students add a fifth year to their time at HMS. MD/MMSc-GHD students then add a fifth year to their MD program, during which they take two monthlong intensive courses to complete the MD/MMSc-GHD thesis and finish their remaining MD degree requirements.
IV. Prerequisites for Admission
To apply for the MMSc in GHD, applicants must have attained an undergraduate degree and have in-depth work or volunteer experience in a setting of health inequity. While there is no minimum experience required, applicants should ideally have sufficient experience with an organization or community to enable them to do their thesis research project in that setting.
Applicants must submit the following application materials:
· Online application
· Curriculum Vitae
· Undergraduate and graduate transcripts
· Three letters of reference
If English is not an applicants’ native language, and the applicant has not completed a bachelor’s or graduate degree of at least two years in length from an institution where English is the language of instruction, then that applicant must demonstrate English proficiency through an assessment. Applications may take the TOEFL, IELTS, or Duolingo assessments.
English Language Proficiency Requirements
A language proficiency test is required for applicants for whom English was not the medium of instruction for their undergraduate or graduate degree. Harvard Medical School's master’s programs accept TOEFL iBT, TOEFL Essentials, IELTS Academic and Duolingo English Test. Please note, English language proficiency tests are only valid for two years after the test date.
See our minimum test score requirements and instructions to submit official test scores below.
Minimum Test Score Requirements:
TOEFL iBT: 103
TOEFL iBT (new): 5.0
TOEFL Essentials: 11
IELTS Academic: 7.5
Duolingo English Test: 130
Applications open in September of each year, with a deadline in January. The Admissions Review Committee convenes in January/February to make final decisions on admissions. Accepted applicants are invited in February, and individuals are enrolled through the Registrar’s Office for September matriculation.
V. Academic Residence Requirements
The MMSc in Global Health Delivery requires that the didactic coursework during the first program year take place on Harvard’s campus (HMS and other Harvard Schools). The mentored research project may be conducted either on campus, at an HMS-affiliated hospital, or elsewhere with HMS faculty supervision.
VI. Course of Study
A. Concentrations offered
There are no concentrations offered at this time.
B. Curriculum by term (see tables below)
The program begins in September of the first year at the Harvard Medical School. The fall semester runs from September through December.
The spring term begins in January; courses end in June.
Students conducting their research away from Harvard return to Boston at the beginning of January of the program’s second year. All students complete a final analysis and write-up of their projects in February and March, submitting their written thesis in April. Students defend their thesis in April, present their thesis project publicly in early May, and graduate in late May.
Year 2, Fall
912 begins in August and continues through the fall semester.
Year 2, Spring
Master of Medical Sciences, 64-credit program, three-year option Students must contact the program for approval to pursue the three-year option. The three-year option is part-time enrollment in year one, full-time enrollment in year 2 July, part time enrollment in year two August-June, and full-time enrollment in year three. The three-year option consists of part-time enrollment in year one; full-time enrollment in July of year two; part-time enrollment from August through June of year two; and fulltime enrollment in year three.
Year 1, Spring
MD/MMSc-GHD students complete the year 1, summer, fall and spring courses listed above during year 4 of their time at HMS. They add a fifth year to their time at HMS. During this fifth year, they complete the remainder of their “year 4 MD requirements” and complete a write-up and defense of their MMSc-GHD thesis.
VII. Course descriptions
Required core courses
HMS GH 701 Qualitative Methods for Global Health (4 credits): Norma Ware, Hannah Gilbert
This course integrates formal presentations, readings, and practical learning experiences to provide students with an understanding of and basic competencies in qualitative methods for global health research. Students attend weekly class sessions, complete required readings, and participate actively in discussions, class exercises, and/or supervised field experiences. These activities recapitulate the research trajectory to provide students with the necessary skills for carrying out or contributing to a qualitative research project. Examples of specific course topics include: (a) formulating a research question; (b) study design; (c) qualitative research interviewing; (d) research ethics; (e) data preparation and management; (f) analysis of qualitative data; and (g) writing up research results. Students will complete and present a final project. Research in low-income international settings will be emphasized.
HMS GH 711 Introduction to Global Health, Social Medicine and Human Rights (4 credits): Joia Mukherjee, Nadeem Kasmani
This course examines a collection of global health problems rooted in rapidly changing social structures that transcend national and other administrative boundaries through lectures and case-based discussions. Students will explore case studies (addressing AIDS, tuberculosis, mental illness, and other topics) and diverse literature (i.e., epidemiology, anthropology, history, and clinical medicine), focusing on how a broad biosocial analysis might improve the delivery of services designed to lessen the burden of disease, especially among those living in poverty.
HMS GH 703 Quantitative Methods in Global Health (4 credits): Mary Kay Smith Fawzi, Nadeem Kasmani
The course covers introductory-level epidemiology and related biostatistical principles and methods, with a focus on problems related to global health. Faculty will introduce STATA, a statistical software package, calculate descriptive statistics, generate epidemiologic measures of association, and analyze data to monitor and evaluate global health programs. A key difference in this course compared with other introductory-level courses in epidemiology and biostatistics is that it offers examples from global health to illustrate epidemiologic methods and statistical approaches. In addition to building a conceptual and theoretical foundation, practical skill sets are fundamental to the course. These include: 1) increasing capacity to critically review the medical and public health literature in global health; 2) developing a global health quantitative research proposal; and 3) learning how to perform statistical analysis for global health delivery research.
HMS GH 708
Ethnographic Methods for Global Health Research
(4 credits): Byron Good, Eric Jacobson, Michael Fisher, This course is an introduction to ethnographic methods for use in global health research. The course provides guided experiences in ethnographic observation, “participant observation,” and writing of field notes, in anthropological interviewing, development of interview guides, the design of studies in global health research that include an ethnographic component, and analysis of ethnographic data and ethnographic writing. Special attention is given to interviewing as a tool of ethnographic research and theories of subjectivity that underlie our understandings of interviewing. The course provides practical experiences in carrying out interviews, with class supervision and group reflection on interviewing experiences, along with readings aimed at providing students with an understanding of how data and theory are combined in ethnographic writing. Attention is also focused on ethnographic observation and the juxtaposition of interview and observational data. Students are required to review ethnographic writing relevant to the topic and setting of their research. Because medical anthropology has been such a central component for many of the Department of Global Health and Social Medicine faculty, the course provides an introduction to the meaning of ethnography and ethnographic research as used in diverse subfields of global health research. In particular, since global health research is conducted in settings in which local culture, forms of inequality, health care institutions, and ways of interpreting and experiencing illness are of critical importance to the development of health services, the course focuses on the use of ethnography to address these basic dimensions of local settings in which research is being conducted.
HMS GH 714 Foundations of Research Development and Ethical Practices (1 credit): Nadeem Kasmani
This course provides an in-depth introduction to the principles and practices of research development within global health and social medicine. Students will learn to formulate research questions, choose appropriate design methodologies, and address ethical and contextual considerations when conducting research in low-resource settings.
Through practical sessions and workshops, the course prepares students to build strong, ethically sound research proposals and understand the Institutional Review Board (IRB) process in detail. Emphasis is placed on real-world applications of research ethics, quality improvement in global health projects, and strategies for navigating challenges specific to fieldwork and community-based research.
Key Themes:
Designing and Developing Research in Global Health: Building effective, context-sensitive research questions and study designs.
Ethics and IRB Navigation: Understanding ethical frameworks and the processes required for ethical research approval.
Quality and Accountability in Research Practice: Applying principles of quality improvement and responsible conduct in global health research settings.
By the end of the course, students will be equipped to create thoughtful, well-designed research proposals that are ethically rigorous and grounded in global health practice.
HMS BETH 764 Health, Human Rights and Social Justice (GHD course number TBD) (2 credits): Alicia Yamin
This seminar critically examines the role of international human rights law and strategies in creating progressive social change. Human rights are now the dominant language for claims of human emancipation worldwide; human rights theory and practice have permeated many domains beyond the law, including health. Yet, the landscape of global health has long been marked by vast inequities and brutal deprivation, which were revealed and exacerbated by the COVID-19 pandemic. Global events since the pandemic and the upending of global governance by the Trump administration raise further questions as to how bringing human rights concepts and strategies to bear can change the lives of the millions of people around the globe who are suffering. Indeed, we have seen increasing frustration with human rights language and tools as colonialist and/or overly legalistic, as well as fierce backlash (especially regarding sexual and reproductive rights). In this course, we will explore how human rights provides one critical framework and set of tools through which to advance social justice in health. Nonetheless, the use of human rights to advance social justice faces vexing challenges, and this moment calls for reconsidering how rights frameworks and strategies can contribute to more just political economies in global health.
HMS GH 706 Mixed Methods in Global Health Delivery (4 credits): Mary Kay Smith Fawzi, Hannah Gilbert
This course builds on material already covered in courses on quantitative and qualitative methods to provide an integrated perspective on research design and execution for implementation research, especially using qualitative and quantitative methods to analyze outcomes at different scales (whether clinical, institutional or community).
HMS GH 715 Systems Thinking and Field Leadership in Global Health (2 credits): Nadeem Kasmani
GH 715: Systems Thinking and Field Leadership in Global Health prepares students with the foundational knowledge and applied skills needed to navigate the complexities of global health practice. Emphasizing systems thinking, ethical engagement, and leadership in the field, the course integrates theoretical frameworks with real-world applications in global health research, program design, and implementation.
Students will explore a broad range of topics including health communication and advocacy, innovation and technology, program sustainability, quality improvement, and stakeholder engagement. Through interactive discussions, workshops, and case-based learning—including a session on successes and failures in fieldwork—students will build a practical toolkit for addressing global health challenges and leading sustainable, community-centered efforts.
Key Themes:
Leadership and Purpose in the Field: Developing ethical, reflective leadership rooted in collective action and global health equity.
Systems Thinking and Quality Improvement: Applying systems-based approaches and improvement strategies to strengthen health programs.
Sustainability and Innovation in Global Health: Designing programs and leveraging technologies that are adaptable, scalable, and locally grounded.
By the end of the course, students will be equipped to assess health systems critically, lead effectively in diverse field settings, and advocate for evidence-based, equity-driven solutions
HMS GH 719 Implementation Science for Global Health Delivery (1 credit): Courtney Yuen
This seminar course introduces the use of implementation science to improve health care delivery to underserved populations in low and middle-income countries as well as in the United States. Class time is split between didactic lectures, discussion of published case studies, and application of concepts via work in small groups. Students complete and present a final group assignment. This assignment requires them to develop a proposal for a research project that employs the concepts explored in the field of “implementation science”.
HMS GH 912 Thesis Research (14 credits): Joia Mukherjee and thesis mentors
In this course, students conduct on-site thesis research in collaboration with their primary mentor and thesis committee. Students must submit a monthly progress report on their thesis project to the program coordinator.
HMS GH 914 Thesis Analysis (14 credits): Joia Mukherjee and thesis mentors
The Thesis Analysis course provides guidance on topics critical to student thesis analysis and write-up. Topics include reminders of analysis strategies for qualitative and quantitative data; presenting research results for qualitative and quantitative data; writing an academic paper; writing an op-ed (opinion) piece for the popular press; tips for writing and reminders about grammar. Weekly writing advising allows students to get continuous feedback on their writing. Qualitative advising and quantitative advising is also available to students to supplement the academic advising and thesis advising from the program director and other faculty.
HMS GH 910 Thesis Research (24 credits): Joia Mukherjee and thesis mentors
This course is the equivalent of the GH 912 Thesis Research course for the students enrolled in the MD/MMSc-GHD program. Students conduct on-site thesis research in collaboration with their primary mentor and thesis committee. Students must submit a monthly progress report on their thesis project to the program coordinator.
HMS GH 916 Thesis Project Plan and Literature Review (3 credits): Joia Mukherjee and thesis mentors, committee members
All MD/MMSc-GHD students must complete a thesis project through GH 910 Thesis Research. During GH 916, MD/MMSc-GHD students prepare a project plan and complete a literature review of their thesis project.
HMS GH 917 Thesis Analysis (3 credits): Joia Mukherjee and thesis mentors, committee members
All MD/MMSc-GHD students must complete a thesis project through GH 910 Thesis Research. After completing GH 910, they complete two additional courses to account for thesis analysis. This is the first of those two courses. In this course, students will analyze data in consultation with their thesis mentor, thesis committee members, and advisors. Enrollment limited to students in the MD/MMSc-GHD program.
HMS GH 918 Thesis Analysis (3 credits): Joia Mukherjee and thesis mentors, committee members
All MD/MMSc-GHD students must complete a thesis project through GH 910 Thesis Research. After completing GH 910, they complete two additional courses to account for thesis analysis. This is the second of those two courses. In this course, students will work with their thesis mentor, committee members and advisors to write up their thesis project into a publishable article. Enrollment limited to students in the MD/MMSc-GHD program.
INDP 800 (0-4 credits)
Students must discuss the independent study with the program and obtain approval to complete an independent study through the INDP 800 course.
VIII. Expectations for students by term or year
Students must complete the requirements for courses and projects as shown in the curriculum schematic above, in II. Degree(s) Offered, and as described in XI. Mentored research below.
Students may select elective courses from a comprehensive list of course offerings throughout the University. Given the rich offerings of relevant courses across the University, it is expected that each student, in conjunction with program leadership, will tailor the selection of these electives to the student’s own educational needs. Students may only enroll in elective courses that accept cross-registrants for course credit. Auditing a course will not fulfill elective credits; students must be formally enrolled to receive course credits.
Additionally, the program expects students to actively develop a research project on a seminal topic in global health delivery. This will be achieved through required courses and participation in work-in-progress sessions, meetings with established and potential mentors, and regular meetings with program leadership.
IX. Attendance
Students are required to attend all course sessions and all program activities. See the Attendance Policy in Section 2.02.
IIX.
Human Subjects Research Training
All MMSc-GHD students must receive training in conducting human subjects research before they embark on research. This is accomplished as an integral part of the GH 714 course.
IIIX.
Cross-Registration Policies
When cross-registered in a course at another Harvard school, students are expected to understand and comply with the unique policies and procedures of that school.
XI. Mentored Research
All students are required to complete a thesis at the end of the mentored research experience. The mentored research project will be chosen according to the interests of the students and the needs of the various global health sites, as well as the availability of a mentor within HMS who can advise a student on the thesis topic. A thesis might involve something as preliminary as a need assessment and program design or a project as ambitious as implementing and evaluating a clinical or infrastructural innovation.
The thesis requirements must be completed under the direct supervision of a thesis committee consisting of the primary mentor, and two thesis committee members. The program director must approve the thesis committee members prior to the commencement of the mentored research experience. Courses during the first year will guide students to structure their thesis proposals. Students will finalize their thesis projects in the spring of their first year and obtain approvals from the relevant (HMS and local) IRBs.
Students complete didactic courses the entire first year. . After completing the didactic courses, students will conduct the project under the local mentor’s guidance, with continuing input and oversight from faculty mentor(s).
Students will present their research proposals during Year 1 * and receive feedback from their thesis in-progress thesis advisory committees. Progress on the research project will be monitored in real-time by the on-site research mentor, and the thesis advisory committee will begin toward the end of the fieldwork. All students will submit and defend their theses in the Spring of Year 2*; this will form the basis of the research project’s final evaluation.
*For the three-year program, students complete research proposals in year 2 and defend their thesis in year 3.
A successful thesis explores a seminal topic in global health. The thesis will be approved by the student’s mentor and the MMSc-GHD faculty director. This thesis includes two parts. Part one is a paper describing the political economy and history around the topic. Part two is a publishable journal article on the thesis project. Students are required to give a public presentation of their work (i.e., oral thesis defense). Approval of the thesis and oral thesis defense by the student’s thesis committee is required to complete the program. Upon completion of the oral thesis defense and approval of the thesis, the student is required to upload a pdf of the thesis on the Harvard University database via the Electronic Thesis and Dissertation platform. (See Section 3.11 for information on the online system.)
XII. Assessment
Students are evaluated throughout each program course through regular homework assignments, class participation, and team-based projects presented orally and in written form. Students receive a final grade for each course they take. The Global Health Delivery program uses the ordinal grading system (letter grades) for these core courses: GH 701, GH 703, GH 705, GH 706, GH 708, GH 711 and GH 712 and Satisfactory/Unsatisfactory grading for the GH 714, GH 715, GH 912, GH 914, GH 910, GH 916, GH 917, GH 918 and the optional INDP 800 independent study. The minimum standard for satisfactory work in the MMSc-GHD is a B average (numeric value of 80%). A student whose GPA falls below a B average will need to consult the program on next steps to remediate the GPA.
Cross-registrants are bound by the respective schools’ rules and regulations regarding grades, examination schedules, make-up exams, and incomplete work. Grading and other regulations may vary from school to school. The HMS Registrar’s Office receives grades from the cross-registered school’s Registrar’s Office. Negotiating grading options with faculty is not allowed. Students are responsible for learning the cross-registered school’s grading policies. Questions regarding cross-registered school’s grading policies should be directed to that school’s Registrar’s Office.
Cross-registered courses and resulting grades will appear on student transcripts. Grades awarded by the school offering the course are the grades of record on the student’s official transcript. The grades are included as part of the student’s official academic record. These grades are not translated into HMS’s unique grading system.
The student’s mentored research project is evaluated at least three times during a student’s tenure, and these reviews are written and submitted to the director.
Students are expected to achieve satisfactory grades in all courses and the mentored research project to maintain satisfactory academic progress.
XIII. Length of Time to Degree
Students enrolled in the program full-time are expected to complete the MMSc-GHD degree in two academic years.
Students in the three-year part-time track complete the program in three years, and are enrolled part-time for years 1 and 2 and full-time for year 3.
Those students enrolled in the dual degree MD-MMSc program are expected to complete the MMSc year in one year, with additional work required in the fourth MD year.
Students may petition the program director in writing for an extension of time to complete the degree. Additionally, students must formalize any requested enrollment changes through the student information sys (See Section 2.06 for definitions of full- and part-time and Section 2.07 for the policy on the length of time to degree.)
XIV. Requirements for graduation
Granting of the Master of Medical Sciences degree requires satisfactory completion of the following program components:
· Successful (satisfactory) completion of the didactic courses and required seminars
· Completion of a mentored research project
· Submission of an acceptable thesis document for committee review
· Presentation of an oral thesis defense
The program administrative review committee will decide a student’s readiness to graduate of the MMSc-GHD program. A degree will not be granted to a student who is not in good standing or against whom a disciplinary charge is pending. In addition, a student’s term bill must be paid in full before the student is awarded the diploma.
XV. Advising
The Program Director, Associate Director of Education Programs and Program Coordinator are available to students for advising and guidance. All students meet with the Program Director each semester. In the Fall term of the first year, students will convene a thesis advisory committee. This will include: (1) a member of the HMS faculty with relevant expertise; (2) an appropriate supervisor at the local site; and (3) a third committee member of the student’s choice who is not involved in the student’s research. This thesis advisory committee will assess the student’s progress at three points in the program: at the end of Year 1*, in December or January of Year 2; and at the thesis defense at the end of Year 2*.
*For the three-year program, at the end of year 2, in December or January of year 2 and at the thesis defense in year 3.
XVI.
Financial Aid
The MMSc-GHD program has limited scholarship aid available through fundraising efforts of the Department of Global Health and Social Medicine. Admitted students receive information on how to apply for scholarship support from the MMSc-GHD program.
Program applicants are encouraged to apply for external grants and fellowships whenever possible. See Section 5.08 for additional financial aid information.
Reviewed 4/30/26