"I spent about a month on-site in Turkey as part of G-Lab, helping our host company, improve their award structure."
Healthcare Certificate Curriculum and Requirements
The certificate is based on design principles of 1) Minimum mandatory core requirements and maximum flexibility for students; 2) Building on the current course offerings within Sloan, other parts of MIT as well as the broader ecosystem of Cambridge, and then augmenting the current offerings gradually over time in response to the needs of students; 3) Exploring innovative educational methods, such as online learning to enhance the educational experience of students.
The Healthcare Certificate is available to students currently registered in degree-granting programs at MIT.
Some required courses may have prerequisites, please check prerequisites for all courses before registering. The core requirements of the certificate include:
15.141– Economics of Healthcare (Spring, 9 Units)
15.767– Healthcare Lab: Intro. to Healthcare Delivery in the U.S (Fall, 9 Units)
15.S67 Medicine for Managers (Spring, 9 Units)
2 Electives– One of which must be an action-learning course. Courses may be selected from an approved list (see preliminary list below); students may also request approval of other courses at MIT with relevant content. Students may apply for approval of one elective course to be taken at another university while the student is actively enrolled at MIT. The intention is to be quite flexible in approving electives (Total of 15 units required including courses meeting the action-learning requirement)
The certificate requires a total of 42 Units.
The Action Learning requirement can be satisfied by students in several ways:
- 15.767 Healthcare Lab (see above) 15.XXX Healthcare Lab Advanced (IAP, 6 units). 15.767 prequisite to be in the same year (see above)
- 15.233, GlobalHealth Lab (Spring, 12 units).
- 15.S10 Operations Lab (Spring, 6 units); the project must be in healthcare
- 15.124J/HST.973J – Evaluating a Biomedical Business Concept (Fall, 9 Units)
- HST.211 Biomedical Inventions: Introduction (IAP, 6 Units) and HST.212 Biomedical Inventions: Clinical Experience and Selected Success Analysis (Spring, 6 Units; must take both courses)
Approved Electives (preliminary list)
- All action-learning courses listed above
- 15.121J/HST.975J Clinical Trials in Biomedical Enterprise
- 15.122J/HST.977J Critical Reading and Technical Assessment of Biomedical Information
- 15.123J/HST.979J Dynamics of Biomedical Technologies
- 15.136J/HST.920J Principles and Practice of Drug Development
- 15.232 Business Model Innovation: Global Health in Frontier Markets
- 15.363J /HST.971J Strategic Decision Making in the Life Sciences
- 15.S07 Healthcare Ventures
- 15.371 Innovation Teams
- 10.53 Advances in Biomanufacturing
- Other health related courses across MIT and at other universities subject to approval.
“The conditions in the neighborhoods we were visiting were different than what we realized before getting there. Beyond that, what was surprising was that there weren’t surprises!”
“We are very much an action-learning environment. The way to learn leadership is not only through reading cases, not only through learning theory — in fact we don’t want people to regurgitate the theory. We want people to take theory and to live it, use it.”
“I love being in a place that is such a nexus of people and ideas — people coming to learn something new and to define themselves. Being a part of that process is a real honor and a real gift.”
“The assistant to the CEO was like our host mom while we were there. She arranged our housing for us, she took us out to her friend’s game farm, and we got driven around in 4x4s. She was just wonderful to meet, and we developed a personal as well as professional relationship with her.”
“The concept behind enterprise architecture is that you have all these machines, you have all these business processes, you have all these people doing things, how do you make sure they all come together and achieve business objectives that make you more competitive.”
“You could talk about watershed management and conservation of energy all you want. But until you put numbers to it and financial analysis to it, you’re not going to get much done. I came to business school to speak that language, speak with people in terms of numbers, financial numbers so that I can get projects done.”
“Because of the diversity of our backgrounds, when we hit the ground in Tanzania it almost was a natural play where different people assume different roles.”
“One of the reasons I came to Sloan was because I wanted to be at a top MBA institution worldwide. But I also wanted access to working with the latest innovations and the highest technology that was coming out of the MIT labs.”
“[The India Lab] program is one of the reasons I came to Sloan. ... The hands-on learning that MIT offers was a huge differentiator.”
“It was really rewarding that they wanted to know what we thought. We left there being fairly certain that they will do some of the things that we suggested.”
“At MIT Sloan you have a lot of opportunities to explore entrepreneurship. Especially in a place like Kampala where you have a lot of development, entrepreneurship can be very exciting.”
“I knew about American business, but not enough about what’s really become a global economy. … You can read about it all you want, but there’s no substitute for being there and seeing the context and seeing how completely different these [other countries] are.”
"After we gave our recommendations, the great part was that the very next day the CEO was in the boardroom implementing them with his top vice presidents."
“We’re very interdisciplinary. Among the faculty in the group are an economist, a political scientist, a sociologist, and an industrial relations specialist. We’ve always made a big effort to be open to a variety of perspectives, but also to go beyond being open to them, to want to bring them in, because it makes for a richer environment.”
“I find the students to be very interested, engaged, and valuable in terms of what they bring to the classroom. Because of their diversity and their own work experiences, they bring a unique perspective to the class work.”