Fun times Today we will Discussdecide on concentrations Review content of required MPH courses against CEPH Foundational Knowledge Competencies Discussdecide on Applied Practice Experience options ID: 920162
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Slide1
MPH Workday
January 9, 2017
Fun times!
Slide2Today we will:
Discuss/decide on concentrations
Review content of required MPH courses against CEPH
Foundational Knowledge
Competencies
Discuss/decide on Applied Practice Experience options
Discuss/decide on Integrative Learning Experience options
Discuss/decide on program revisions
Discuss student portfolios
Save the world, time permitting
Slide3But first….
I
dentify the top ten
skills
all
MPH students should have when they graduate.
Be specific
Example: “Design a theory-based intervention” as opposed to “Apply theory”
But don’t be
too
specific
Example: Use social cognitive theory to design an intervention to address antibiotic misuse
Slide4Concentration Survey (N=12)
Slide5Sister Institutions
Institution
Epi
Biostats
PH Admin
ENV
Soc
/
Beh
Sci
General
Other
UK
Epi
Biostats
Health Services
Mngt
Env
Health
Health Behavior
Gerontology; MPH-MD;
MPH-MHA
;
MPH-
PharmD
UL
Epi
Biostats
Health
Mngt
Env and Occ Health
Health Promo and
Behavior
Ind.
Track
MPH-MD ;
MPH-BA
EKU
Env Health Sci; Ind. Hygiene
Community Health Ed
PH
Nutrition
BS-MPH
Slide6One concentration
MPH (nothing else said)
MPH in (insert broad topic here,
eg
population health)
Multiple concentrations related to other PH programs
MPH (General)
MPH in EOHS
MPH in Health Policy & Management (or similar name)
Options
Slide7Recall…
Primary faculty must meet 3 criteria:
Employed FT by
University
Have
regular responsibility for instruction in the program as a component of employment
Spend
a majority of time/effort (
ie
, 0.50 FTE or greater) on activities associated with the program, including instruction.
Slide8Current ENV Concentration
Ritchie Taylor
EOHS
MPH
Program
Director
0.19
0.0
Research
0.2
0.2*
Teaching EOHS Classes
0.47
0.0
Teaching MPH
Class
0.090.09Service0.050.0ANNUAL FTE TOTAL1.00.29
* If benefits students in the concentration
Slide9EOHS Concentration: Double Dipping
Ritchie Taylor
EOHS
MPH
Program
Director
0.19
0.0
Research
0.2
0.2*
Teaching EOHS Classes
0.56
0.56
Teaching MPH
Class
------Service0.050.0ANNUAL FTE TOTAL1.0
0.76
* If benefits students in the concentration
Slide10Fall Enrollment
HE
ENV
GEN
EOHS
Total
2016
21
12
16
19
68
(49)
2015
34
15
2
17
68
(51)
2014
44
26
n/a
n/a
70
Slide11One Concentration
Pros
Streamlined program
Flexibility for students to design relevant POS
Academic track, practice track..
Increased certificate enrollment (potentially)
Reduce small class size?
Cons
Increased advising needs for POS
Faculty needs
Multiple Concentrations
Pros
Increased marketability?
Increased collaboration between programs
Structure for students POS
Cons
Excludes online students?
Program must comply with CEPH requirements /documentation needs
Slide12Curricular Review
Slide13Foundational Knowledge:
Nothing for
8.
Explain biological and genetic factors that affect a population’s health
Slide14Rate each course:
Clearly meets objective
Partially meets objective
Doesn’t meet objective
Not enough info/not sure
Slide15Foundational Competencies:
Nothing for
8
. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
10. Explain basic principles and tools of budget and resource management
14. Advocate for political, social or economic policies and programs that will improve health in diverse populations
17. Apply negotiation and mediation skills to address organizational or community challenges
20. Describe the importance of cultural competence in communicating public health content
21. Perform effectively on
interprofessional
teams
22. Apply systems thinking tools to a public health issue
Slide16Rate each course:
Clearly meets competency
Partially meets competency
Doesn’t meet competency
Not enough info/not sure
Slide17Applied Learning Experiences
Slide18Competencies Addressed
At least 5 competencies
(
3 must be foundational)
Applied Activities
Internships
Community-based course activities
Co-curricular activities
Mode of Completion
Individual or group based
Discrete
experience or completed across course of study
Non-academic
setting
C
redit
or non-credit bearing
Assessment Method
Student portfolio with at least 2 products
Slide19Applied Activities
Must involve external agency/entity
.
university-affiliated
settings must be primarily focused on community engagement, typically with external partners. University health promotion or wellness centers may also be
appropriate.
It
cannot be
a
n
experience conducted solely under faculty supervision, such as a case study or
simulation,
preparing a manuscript for publication,
or working in a faculty-supervised lab
Competencies
need not be identical
from student to
studentEach experience must address one or more competenciesPortfolio must contain at least two products and address at least five competencies.
Slide20Options
PH 546 as elective
Class projects with KYDH or other agency
KPHA/PHUGAS projects
KPHAST post-training activities
Service learning opportunities
Independent service projects
Others??
Slide21Integrative Learning Experience
Slide22ILE
Slide23competencies selected in consult with faculty & align with students’ educational & professional goals
Individual or group
faculty or other qualified individual ensures each student addresses defined competencies
Slide24The
ILE represents a culminating experience and may take many forms, such as a practice-based project, essay-based comprehensive exam, capstone course, integrative seminar, etc.
Regardless
of form, the student produces a high-quality written product that is appropriate for the student’s educational and professional objectives.
Written
products might include the following: program
evaluation report, training manual, policy statement, take-home comprehensive essay exam, legislative testimony with accompanying supporting research, etc.
Ideally, the written product is
developed and delivered
in a manner that is
useful to external stakeholders
, such as non-profit or governmental organizations.
Slide25Options for High-Quality Written Paper
Capstone project report
Internship report
Independent research paper/article
Thesis
Take-home essay/case analysis
Grant proposal
Other ideas?
Slide26Program Revisions
Slide27Issues to Consider
Timeframe: Quick turn around to pass this semester.
50%+ change of courses = CPE involvement
Required courses must be offered in both F2F and Online formats
Required course options = need competency assessment for each
Ex: Student w/PhD can take PH 520 or PH 620
Ex: Diversity course or one offered through GWS
Can waive PH 580 for students from CEPH-accredited BSPH
Slide28Decision Time! Make a motion to
do away with/keep/change concentrations
remove PH546 (internship) as requirement
remove core exam as requirement
remove PH588 or PH599 as requirement
Slide29Addressing Gaps: Foundational Knowledge
?? Add to PH580?
8. Explain
biological and genetic factors that affect a population’s health
---------
6. Explain the critical importance of evidence in advancing PH knowledge
7. Explain effects of environmental factors on a population’s health
9. Explain how globalization affects global burdens of disease*
Slide30Addressing Gaps: Foundational Competencies
??Create required health disparity course that addresses:
8
. Apply awareness of
cultural values and practices
to the design or implementation of public health policies or programs
14
. Advocate for political, social or economic policies and programs that will improve health in
diverse populations
20
. Describe the importance of
cultural competence
in communicating public health content
Slide31?? Add Planning to Core (Modify PH575)
7. Assess population needs, assets, and capacities that affect communities’ health
9
. Design a
population-based
policy, program, project or intervention
10
. Explain basic principles and tools of budget and resource management
Addressing Gaps: Foundational Competencies
Slide327. Discuss multiple dimensions of policy-making process, including the roles of ethics and evidence
14. Advocate for political, social or economic policies and programs that will improve health in diverse populations
16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration, and guiding decision making
17. Apply negotiation and mediation skills to address organizational or community challenges
21. Perform effectively on
interprofessional
teams
Slide33?????
22
. Apply systems thinking tools to a public health issue
CEPH is developing technical assistance papers on these two competencies
NOTE: Competencies cannot be linked only to APE or ILE; they must be linked to didactic
Addressing Gaps: Foundational Competencies
Slide34Program Changes
Worksheet