creating the gillings mph core draft...
TRANSCRIPT
Creating the Gillings MPH Core
Draft Prototype
November 2015
Anna Maria Siega-Riz and Laura Linnan, Co-ChairsMPH Core Planning Committee
Integrated Core Curriculum
INTEGRATION
Creating the Gillings MPH CoreOur vision . . .
Gillings MPH Core Planning Committee
Michael Hudgens, PhD, Associate Professor, [email protected]
Laura Linnan, ScD, Professor, Health [email protected]
Beth Mayer-Davis, PhD, Chair and Professor, Nutrition [email protected]
Lewis Margolis, MD, Associate Professor, Maternal and Child Health [email protected]
Brian Pence, PhD, Assistant Professor, Epidemiology [email protected]
Paula Song, PhD, Associate Professor, Health Policy and Management [email protected]
Jill Stewart, PhD, Associate Professor, Environmental Sciences & Engineering [email protected]
Anna Maria Siega-Riz, PhD, Associate Dean for Academic Affairs; Professor, Epidemiology and Nutrition [email protected]
Jennifer Elliott, PhD,CoordinatorCurriculum & [email protected]
Elizabeth French, MA, Assistant Dean for Strategic [email protected]
Pamela Lee, MA, Administrative Support Specialist, Dean’s [email protected]
Barbara Rimer, DrPH, Dean & Alumni Distinguished [email protected]
Members
Liaisons
Co-Chairs Amanda Howell Student, MCH
RabigaKhozhamkul Student, PHLP
Carolina Sodano Student, NUTR
Eleanor WertmanStudent, HB
Planning Committee charge…
Advise on principles, considerations and design featuresfor Gillings MPH Core
Recommend model and structure based on: (a) best practices in teaching and learning; (b) understanding of employers’ needs; (c) critical fields and trends that will affect public health into the future.
Recommended model/structure should represent optimal fit for SPH.
Planning Committee…• Develop principles to guide decision-making• Draft our School’s competencies based on ASPPH domains and CEPH skills• Develop draft prototypes that incorporate all competencies; draft prototypes to
offer an integrated structure• Seek input on prototypes from stakeholders, strengthening prototypes through
iterative process.• Integrates feedback and recommends one prototype for adoption.• Makes recommendations as to scope, sequence and structure (e.g., modules v.
classes; sessions in community; etc.) with understanding that implementation committee may revise recommendations based on additional information.
Who’s doing what?
Who’s doing what?Implementation and Evaluation Committee(s)…
• Develop specific learning objectives, content, activities and assignments based on our competencies.
• Focus on creative ways to provide enriched learning environment, with emphasis on best practices in teaching and learning.
• Ensure that curriculum has a global and local focus. • Identify potential guest lecturers and agencies that will contribute case examples
and field experiences.• Share syllabi with departments in a timely manner to ensure articulation with
current programs and departments.• Support instructors selected to teach modules and courses.• Develop process and evaluation plans to ensure continuous quality improvement.
Town hallsspring and fall 2015
Faculty meetingsspring and fall 2015
Stakeholder meetings• Program directors• Core course instructors• Student Services managers• Student leaders
Surveys• Faculty• Staff• Students• Alumni
Our engaged process…
MayMeeting
June Meeting
Aug/Sept Meeting
Summer 2015 Planning RoadmapMPH Core Planning Committee
Map CEPH skills to ASPPH domains
Discuss prototypes with key stakeholdersRefine prototypes based on feedbackBegin developing surveys/interviews
Deploy surveysTown Hall Mtg 10/7 @ 3pmUse data to revise prototypes
Group June results into “buckets” of content
October-December
Check against guiding principles at each juncture
Present recommended prototype for approval to Dean’s Council
Additional meeting to develop prototypes, sequencing
Discuss strengths & weaknesses of “buckets” and what’s missingAdd model/ structure; create prototypes
JulyMeeting
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Efficient for faculty and students
Leverages School’s strengths
Global and local focus
Student-centered
High quality and integrated
Effective
Enriched learning environmentBest practices in teaching & learning
Our principles. . .(See full document)
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Competencies with skills mapped A. Behavioral/Social/Environmental Determinants (skills b,c,e,f,m,l,x)
1. Understand the factors that affect the health of groups of people.
2. Describe biological, environmental, socio-economic, structural, behavioral, and cultural factors that affect susceptibility to adverse health outcomes and contribute to health disparities in domestic and global settings.
3. Understand culture and socio-demographic status as determinants of health for populations and individuals.
4. Develop approaches to design, implement and communicate public health interventions that reflect understanding of these social determinants, while practicing competent individual and community engagement.
5. Understand and apply life course approach and critical periods of development in addressing public health problems.
B. Methods 1 (skills a-e, l)
6. Understand and apply the concepts, methods, and tools of public health study design, data collection, analysis and interpretation to robustly answer a research question or evaluate a policy, project, program or intervention.
7. Understand and apply evidence-based reasoning, system thinking and informatics approaches to address a public health issue.
8. Critically evaluate data, including scholarly literature, to draw appropriate inferences about population health.
9. Identify and use appropriate sources of data to describe and evaluate a population health issue.
C. Methods 2 (skills b, m-r)
10. Design and implement surveillance and monitoring with the appropriate community organizations and agencies to anticipate emerging public health issues, and to prepare for and respond to natural and man-made disasters.
11. Specify approaches for assessing, preventing and controlling environmental or behavioral factors that pose risks to human health and well-being, using data and evidence where available.
12. Understand how to develop a budget and secure and manage funding for a public health project, program, intervention or grant.
13. Apply project management skills needed to plan, implement and evaluate a population-based project, program or intervention.
D. Policy (skills b-d, j,k,u-w)
14. Understand the key legal, ethical, economic and regulatory dimensions of U.S. health care and public health policy.
15. Understand public health policy-making process, and evaluate policies and practices in a manner consistent with the philosophy and core values of public health.
16. Analyze the effects of political, social and economic policies on population health at the local, state, national and international levels (adapted from ASPPH).
17. Evaluate public health policies and analyze their intentional and unintentional consequences on populations.
18. Understand how to advocate for public health policies by working effectively with key stakeholders.
E. History and Public Health Systems (skills s,t, u,x)
19. Understand how the history and core values of public health, including commitment to community-oriented practice, evidence-based practice, and advancement of social justice, informs the development, implementation, and evaluation of public health practices and policies.
20. Understand the structure, financing and organization of the U.S. health care and public health system.
21. Identify key attributes of health and public health systems from different global settings and how they compare along the dimensions of cost, quality and access.
22. Understand the major public health threats and opportunities presented by the processes of globalization.
23. Understand the connection between public health and sustainable development
24. Evaluate the impact of global trends and interdependencies on population health related problems and systems (from ASPPH).
F. Professionalism (ethics and responsible conduct of research) (skills f-k)
25. Perform effectively as members of interdisciplinary and interprofessional teams to solve real world public health problems.
26. Articulate the role of public health leaders and professionals while respectfully engaging with individuals and groups to improve public health policy, practice and outcomes.
27. Communicate effectively through various formats including oral presentations, writing and social media regarding public health issues.
28. Effectively communicate to various audiences including funders, peers, stakeholders and general public.
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Our draft prototype
Core features:12 credit hours – taken in one academic year; delivered in modules, with
grades assigned for each moduleCompetencies and CEPH skills – all covered
Organized so students learn to plan, implement and evaluate public health problemsFoundational courses/modules that create interdisciplinary cohorts in
1-year block, typically in Year 1. Instructor team selected for modules within courses; faculty experts
from all departments are “on call” based on topic/skill
Our draft prototype
Core features (cont’d): Pedagogy: Case-based approach where inter-disciplinary teams solve real-world health problems over 2 semesters with multi-level intervention strategies Work with community partners, adjuncts and alumni to solicit case topics, and keep them involved throughout the 2 semesters Summer reading – online and onsite discussions
Acceleration camp – online; student choose from at least one of four options to enhance their success with quantitative methods (some basic Epi and Bios), writing skills and programing skills. BIOS and EPI skills front-loaded (4 credits). Methods skills further addressed as part of case and spread over two semesters
Our draft prototype
Core features (cont’d): Flexibility – Most students will complete the public health core requirements in Year 1, but exceptions will be worked out as needs arise. For example, BIOS and EPID students may complete the requirements in Year 2. Students with advanced quantitative skills prior to enrollment may be permitted to opt out of the 4 credit quantitative sciences module in Semester 1.
Remediation – online or on-site. Students must demonstrate competency in the skill before progressing. Ethical issues and professional development – interwoven throughout all class assignments. IRB, CITI training, communications, writing, and professional conduct as well as opportunities to go out into the field for practice experiences included in training.
Our draft prototype