Higher Education in Public Health 2.0: Overview of New Curricular Requirements for Public Health Degree Programs Laura Rasar King, MPH, MCHES Tennessee Public Health Association September 14, 2017
My goals this morning • If you are an employer …to help you understand how future applicants for your jobs will be trained. • If you are from a school or program …to offer some helpful tidbits about future curricular requirements and how to meet them
Learning Objectives 1. Discuss overall framework of the new criteria and how they have moved from assessing inputs to outcomes. 2. Articulate the structure of public health graduate degrees. 3. Discuss how to differentiate between foundational and concentration competencies. 4. Write acceptable concentration competencies. 5. Define and give examples of how to use authentic assessment methods.
About CEPH
Mission and Goals Mission : CEPH assures quality in public health education and training to achieve excellence in practice, research and service, through collaboration with organizational and community partners. Goals : • To promote quality in public health education through a continuing process of self-evaluation by the schools and programs that seek accreditation; • To assure the public that institutions offering graduate instruction in public health have been evaluated and judged to meet standards essential for the conduct of such educational programs; and • To encourage - through periodic review, consultation, research, publications and other means - improvements in the quality of education for public health.
CEPH Background • Established in 1974 jointly by APHA & ASPPH • Private, non-profit corporation • Recognized by the US Department of Education
CEPH: Who We Accredit • Accredit 186 total units • Accredit 63 schools of public health • Accredit 115 public health programs • Accredit 8 standalone baccalaureate programs • 46 schools and programs are currently applicants • Accredit in 46 states plus DC & PR • Accredit in 5 countries outside US (Canada, Mexico, Lebanon, Grenada, Taiwan)
Why change?
Why a revision? Why now ? Last substantive revision in 2005, minor update in 2011 A review of criteria at least every 5 years Changes in the field of public health and higher education
Higher education in public health: largely unchanged for a century • Welch-Rose Report published in 1915 • Proposed structure and function of public health schools as well as curricular emphasis • Chemistry (sanitary science) • Biology (bacteriology, protozoology) • Engineering and physical science (solving “hygienic” problems • Statistics • Administration (mentioned) • Social science (mentioned)
Growing questions about public health academic training • “Somewhat isolated from the field of public health practice” – 1988 • Universal competencies – Faculty/Agency Forum – 1992 • Reaffirmed “core” but named 8 additional areas for competency to address future concerns - 2003 2003 Roemer, 1988; Ibrahim, House, Levine, 1988 1995; Wright, et al., 2000; Calhoun, McElligott, Weist & Raczynski, 2012; ASPPH, 2013; Miner & Allan, 2014
Clear consensus about what was not working Social Environmental Health Biostatistics Epidemiology Behavioral Health Svc Admin
Abundance of available source data…
Framing the Future – paving the w ay • Blue Ribbon Employers Advisory Board Report • Undergraduate Expert Panel • MPH Expert Panel • DrPH Expert Panel • Population Health Across All Professions • Community Colleges and Public Health • Governmental Public Health Workforce Development
The Criteria Revision Process • Discussions in Council • Web survey to stakeholders 2014 • Technical Assistance Session with Q & A • Released curricular criteria for comment • Web & in-person presentations to groups, listening sessions, Q & A 2015 • Considered Round 1 comments on curriculum • Released full draft for comment • Employer Panel at APHA • Speaking/listening sessions at professional meetings, 4 webinars w ASPPH, webinar with COL, Q & A 2016 • Considered Round 2 comments, released revised full draft for comment • Considered Round 3 comments, released updated draft for comment • Considered Round 4 comments • Adopted final criteria & implementation plan! Received over 800 individual written comments throughout process! Feedback from faculty, students, organizations, practice…
New criteria, new perspectives
Changes to curriculum
MPH & DrPH Foundational Knowledge Core Competencies Foundational Competencies Concentration Competencies Concentration Competencies Practicum Applied Practice Experience Culminating Experience Integrative Learning Experience
MPH & DrPH Foundational Knowledge CEPH-accredited Grounding in Foundational Knowledge Through Achievement of 12 Learning Objectives BSPH or MPH ASSESSMENT Test/Assessment of 6 Profession and Science of Public Health knowledge 10 Essential Services, causes of mortality, etc. Foundational course 6 Factors Related to Human Health Coverage across Environmental factors, health inequities, etc. curriculum
MPH Foundational Competencies All MPH students attain 22 competencies across 8 domains Every student assessed on each competency at least once Evidenced-based Approaches to 1 5 Leadership Public Health Public Health & Health Care 6 2 Communication Systems Planning & Management to 3 7 Interprofessional Practice Promote Health 4 8 Policy in Public Health Systems Thinking
DrPH Foundational Competencies All DrPH students attain 20 competencies across 4 domains Every student assessed on each competency at least once survey limitations cultivate resources Leadership, Data & design research projects create strategic plans Management Analysis & Governance research dissemination consensus building program & policy design assess learning needs Education & Policy & system-level interventions Workforce best-practice pedagogy Programs Development interprofessionalism deliver trainings
MPH Applied Practice Experiences Competencies Applied Mode of Assessment Addressed Activities Completion Method At least 5 • Internships • Individual or Student competencies group based portfolio with at • Community- (3 must be least 2 products based course • Discrete foundational) activities experience or completed • Co-curricular across course activities of study • Non-academic setting • Credit or non- credit bearing
DrPH Applied Practice Experiences Competencies Applied Mode of Assessment Addressed Activities Completion Method • At least 5 • Project(s) • Applied Substantive, foundational benefit learning in advanced-level and/or organization(s) “real world” opportunities concentration and advance setting developing competencies public health leadership practice • May be • Foundational completed in May include: competencies • Reflection of student’s own • Internships in Leadership, personal work setting Management and/or • Activities & Governance professional integrated into domain reactions to coursework experience
MPH & DrPH Integrative Learning Experience Foundational Concentration ILE Competencies Competencies competencies selected in consultation with faculty & align with students’ educational & Synthesis of Competencies professional goals eg, take-home High-quality Written Product comprehensive exam, policy statement etc. faculty or other qualified individual ensures each Faculty Assessment student addresses defined competencies
The Result • MPH graduates with knowledge and skills that match the needs of the public health workforce in all sectors – including management and leadership skills • DrPH graduates prepared for leadership, but with a solid foundation in evidence-based public health
Foundational and Concentration Competencies How are they different?
MPH Foundational Competencies All MPH students attain 22 competencies across 8 domains Every student assessed on each competency at least once Evidenced-based Approaches to 1 5 Leadership Public Health Public Health & Health Care 6 2 Communication Systems Planning & Management to 3 7 Interprofessional Practice Promote Health 4 8 Policy in Public Health Systems Thinking
Example: MPH Competencies Planning & Management to Promote Health 7. Assess population needs, assets and capacities that affect communities’ health 8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs 9. Design a population-based policy, program, project or intervention 10. Explain basic principles and tools of budget and resource management 11. Select methods to evaluate public health programs
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