Draft Prototype Integrated Core Curriculum November 2015 Anna - - PowerPoint PPT Presentation

Creating the Gillings MPH Core

Draft Prototype

November 2015

Anna Maria Siega-Riz and Laura Linnan, Co-Chairs MPH Core Planning Committee

Integrated Core Curriculum

INTEGRATION

Creating the Gillings MPH Core Our vision . . .

Gillings MPH Core Planning Committee

Michael Hudgens, PhD, Associate

Professor, Biostatistics

Laura Linnan, ScD, Professor,

Health Behavior

Beth Mayer-Davis, PhD, Chair and

Professor, Nutrition

Lewis Margolis, MD, Associate

Professor, Maternal and Child Health

Brian Pence, PhD, Assistant

Professor, Epidemiology

Paula Song, PhD, Associate

Professor, Health Policy and Management

Jill Stewart, PhD, Associate

Professor, Environmental Sciences & Engineering

Anna Maria Siega-Riz, PhD, Associate Dean for

Academic Affairs; Professor, Epidemiology and Nutrition

Jennifer Elliott, PhD,

Coordinator Curriculum & Pedagogy

Elizabeth French, MA,

Assistant Dean for Strategic Initiatives

Pamela Lee, MA,

Administrative Support Specialist, Dean’s Office

Barbara Rimer, DrPH,

Dean & Alumni Distinguished Professor

Members Liaisons Co-Chairs

Amanda Howell

Student, MCH

Rabiga Khozhamkul

Student, PHLP

Carolina Sodano

Student, NUTR

Eleanor Wertman

Student, HB

Planning Committee charge…

• Advise on principles, considerations and design features

for 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
• ffer 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
• ur competencies.
• Focus on creative ways to provide enriched learning environment, with emphasis
• n 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 halls

spring and fall 2015

Faculty meetings

spring and fall 2015

Stakeholder meetings

• Program directors
• Core course instructors
• Student Services managers
• Student leaders

Surveys

• Faculty
• Staff
• Students
• Alumni

Our engaged process…

May Meeting June Meeting Aug/Sept Meeting

Summer 2015 Planning Roadmap

MPH Core Planning Committee

• Map CEPH

skills to ASPPH domains

• Discuss prototypes

with key stakeholders

• Refine prototypes

based on feedback

• Begin developing

surveys/interviews

• Deploy surveys
• Town Hall Mtg

10/7 @ 3pm

• Use 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 missing

• Add model/

structure; create prototypes

July Meeting

10

Efficient for faculty and students Leverages School’s strengths Global and local focus Student-centered High quality and integrated Effective Enriched learning environment Best practices in teaching & learning

Our principles. . .

(See full document)

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Competencies w ith 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.

13

Our draft prototype

Core features:

• 12 credit hours – taken in one academic year; delivered in modules, with

grades assigned for each module

• Competencies and CEPH skills – all covered
• Organized so students learn to plan, implement and evaluate

public health problems

• Foundational 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
• ptions 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