Higher Education in Public Health 2.0: Overview of New Curricular - - PowerPoint PPT Presentation

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

• utcomes.
• 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
• f 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
• f 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

Roemer, 1988; Ibrahim, House, Levine, 1995; Wright, et al., 2000; Calhoun, McElligott, Weist & Raczynski, 2012; ASPPH, 2013; Miner & Allan, 2014 1988 2003

Clear consensus about what was not working

Biostatistics Epidemiology Social Behavioral Environmental Health 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

2014

• Discussions in Council
• Web survey to stakeholders
• Technical Assistance Session with Q & A

2015

• Released curricular criteria for comment
• Web & in-person presentations to groups, listening sessions, Q & A
• Considered Round 1 comments on curriculum
• Released full draft for comment
• Employer Panel at APHA

2016

• Speaking/listening sessions at professional meetings, 4 webinars w

ASPPH, webinar with COL, Q & A

• 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!

The Criteria Revision Process

Received over 800 individual written comments throughout process! Feedback from faculty, students, organizations, practice…

New criteria, new perspectives

Changes to curriculum

MPH & DrPH

Foundational Competencies Foundational Knowledge Concentration Competencies Applied Practice Experience Integrative Learning Experience Core Competencies Concentration Competencies Practicum Culminating Experience

MPH & DrPH Foundational Knowledge

Grounding in Foundational Knowledge Through Achievement of

12 Learning Objectives

Profession and Science of Public Health

Factors Related to Human Health

6 6

ASSESSMENT

• CEPH-accredited

BSPH or MPH

• Test/Assessment of

knowledge

• Foundational course
• Coverage across

curriculum

10 Essential Services, causes of mortality, etc. Environmental factors, health inequities, etc.

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 Public Health 1 2 5 6 3 7 4 8 Public Health & Health Care Systems Planning & Management to Promote Health Policy in Public Health Leadership Communication Interprofessional Practice Systems Thinking

DrPH Foundational Competencies

• All DrPH students attain 20 competencies across 4 domains
• Every student assessed on each competency at least once

Data & Analysis Leadership, Management & Governance Policy & Programs Education & Workforce Development

create strategic plans consensus building cultivate resources best-practice pedagogy deliver trainings assess learning needs system-level interventions interprofessionalism program & policy design design research projects research dissemination survey limitations

MPH Applied Practice Experiences

Competencies 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

• f study
• Non-academic

setting

• Credit or non-

credit bearing

Assessment Method

Student portfolio with at least 2 products

DrPH Applied Practice Experiences

Competencies Addressed

• At least 5

foundational and/or concentration competencies

• Foundational

competencies in Leadership, Management & Governance domain

Applied Activities

Substantive, advanced-level

• pportunities

developing leadership May include:

• Internships
• Activities

integrated into coursework

Mode of Completion

• Applied

learning in “real world” setting

• May be

completed in student’s own work setting

Assessment Method

• Project(s)

benefit

• rganization(s)

and advance public health practice

• Reflection of

personal and/or professional reactions to experience

MPH & DrPH Integrative Learning Experience

faculty or other qualified individual ensures each student addresses defined competencies

Foundational Competencies Concentration Competencies

ILE

Synthesis of Competencies High-quality Written Product Faculty Assessment

competencies selected in consultation with faculty & align with students’ educational & professional goals

eg, take-home comprehensive exam, policy statement etc.

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 Public Health 1 2 5 6 3 7 4 8 Public Health & Health Care Systems Planning & Management to Promote Health Policy in Public Health Leadership Communication Interprofessional Practice 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

DrPH Foundational Competencies

• All DrPH students attain 20 competencies across 4 domains
• Every student assessed on each competency at least once

Data & Analysis Leadership, Management & Governance Policy & Programs Education & Workforce Development

create strategic plans consensus building cultivate resources best-practice pedagogy deliver trainings assess learning needs system-level interventions interprofessionalism program & policy design design research projects research dissemination survey limitations

Example: DrPH Competencies

Policy & Programs

• 14. Design a system-level intervention to address a

public health issue

• 15. Integrate knowledge of cultural values and

practices in the design of public health policies and programs

• 16. Integrate scientific information, legal and

regulatory approaches, ethical frameworks and varied stakeholder interests in policy development and analysis

• 17. Propose interprofessional team approaches to

improving public health

Concentration Competencies

• Articulates depth in concentration area beyond

foundational competencies

• At least 5 distinct competencies per concentration

area

• Not provided by CEPH – unique to the program

FAQ

Q: We already have concentration-specific competencies that we used during our last accreditation review. CEPH said they were fine at that time. We’re all OK, right? A: Not necessarily – it is important to look at each competency anew as it relates to the foundational competencies. We are looking for advanced skills and depth.

Concentration competencies

Promote capacity strengthening Promote and demonstrate practice of socio-cultural and political awareness Demonstrate team leadership, motivation, negotiation, and conflict management skills Demonstrate credible and effective advocacy and communication skills

• 7. Assess population needs, assets and capacities

that affect communities’ health.

• 13. Propose strategies to identify stakeholders and

build coalitions and partnerships for influencing public health outcomes

• 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

• 17. Apply negotiation and mediation skills to

address organizational or community challenges

• 14. Advocate for programs and political, social and economic,

policies that will improve health in diverse populations

• 18. Select communication strategies for different audiences and

sectors

• 19. Communicate audience-appropriate public health content, both

in writing and through oral presentation

CEPH foundational competencies

Competencies are now foundational…

Concentration competencies Demonstrate oral and written communication and presentation skills to effectively communicate in health policy settings Analyze principles of equity, social justice, and human rights in maternal and child health programs Design a policy or program that considers theories, models and contemporary issues related to alcohol and substance abuse treatment

• 19. Communicate audience-appropriate public

health content, both in writing and through oral presentation

• 6. Discuss the means by which structural bias,

social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

• 9. Design a population-based policy, program,

project or intervention CEPH foundational competencies

Or made context specific…

Concentration competencies

Students will complete an integrative learning experience that demonstrates synthesis of foundation and concentration competencies appropriate to the student’s education and professional goals.

Using NCHEC sub-competencies as concentration competencies **Not a competency** Required component of the curriculum Too granular to serve as the concentration competencies; these provide helpful guidance for planning the learning objectives in individual courses. Must have at least 5 distinct competencies for each concentration

Issue

Other confusion we’ve seen

Competency repeated across concentrations

Concentration competencies Develop an efficient design for an observational or experimental study Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety Apply quality and performance improvement concepts to address organization performance issues

• 2. Select quantitative and qualitative data collection methods

appropriate for a given public health context

• 3. Analyze quantitative and qualitative data using biostatistics,

informatics, computer-based programming and software, as appropriate

• 4. Interpret results of data analysis for public health research, policy or

practice

• 9. Design a population-based policy, program or intervention
• 15. Evaluate policies for their impact on public health and health

equity

• 18. Select communication strategies for different audiences and

sectors

• 10. Explain basic principles and tools of budget and

resource management

• 16. Apply principles of leadership, governance and

management, which include creating a vision, empowering

• thers, fostering collaboration and guiding decision-making

CEPH foundational competencies

Advanced rigor and depth

APE ILE Foundational Knowledge Foundational Competencies Concentration Competencies

Assessment ingredients

Good competencies Well-suited activities Skilled assessor

Skilled assessor

Knowledgeable about the didactic underpinnings

Assessment ingredients

Good competencies Well-suited activities Skilled assessor

CEPH requirements

The school or program documents at least one specific, required assessment activity (eg, component of existing course, paper, presentation, test) for each competency, during which faculty or

• ther qualified individuals validate the student’s ability to perform

the competency. Assessment opportunities may occur in:

• foundational courses that are common to all students
• courses required for a concentration
• other educational requirements outside of designated coursework

All MPH & DrPH students must be assessed at least once on each competency. Assessment may occur in simulations, group projects, presentations, written products, etc.

Authentic assessment

A form of assessment in which students are asked to perform real- world tasks that demonstrate meaningful application of essential knowledge and skills.

Is my assessment authentic?

Traditional Assessment

Mission: Create competent public health professionals Known body

• f knowledge

translated into curriculum Teach curriculum Assessment: Determines if students have absorbed knowledge

Authentic assessment

Mission: Create competent public health professionals Competency describes skill students must be able to perform Curriculum developed that enables students to perform skill well Assessment determines if students can demonstrate skills

Traditional vs. authentic assessment

Traditional Assessment Select a response Contrived Recall/Recognition Teacher Structured Indirect Evidence Don’t teach to the test Authentic Assessment Perform a task Real-life Construction/Application Student Structured Direct Evidence Teach to the test

Working together

There are few skills that professionals can perform without base knowledge to go with it.

Example #1: Picking baseball players for your team Example #2: Apply principles of leadership, governance and management, which include creating a vision, empowering

• thers, fostering collaboration and guiding decision making.
• What is the knowledge needed by students before they

would be able to demonstrate application?

• What might be good activities to use to assess whether or

not students can apply these principles?

Example activities

• Analytic paper
• Multi-media presentation
• Debate
• Essay question on a test
• Create a newsletter/news

story

• Create and deliver a poster

presentation

• Write a policy briefing
• Needs assessment
• Write a letter to an elected
• fficial
• Analyze a real data set to

answer a question

• Develop Congressional

testimony

• Case Studies
• Role Plays
• Podcast
• Original research project

Example: Template D2-2

Assessment of Foundational Competencies for MPH in Community Health Competency Course number(s) & name(s) or other educational reqs Specific assessment

• pportunity
• 4. Interpret results of data analysis for public

health research, policy and practice MPH 603: Principles of Epidemiology Week 7: PowerPoint presentation – analyze data re: LGBTQ health inequities and provide a policy recommendation

• 5. Compare the organization, structure &

function of health care, public health & regulatory systems across natl & intl settings MPH 602: Health Care Systems Week 3: Discussion question post & response – respond to at least 3 posts offering comparisons

• f health systems

Mid-term exam - essay questions on regulations,

• rganization, structure and

functions

• 7. Assess population needs, assets & capacities

that affect communities’ health PUBH 700: Social & Behavioral Sciences Environmental scan & needs assessment – report & presentation to community partner

Example: Template D2-2

Assessment of Foundational Competencies for MPH in Community Health

Competency Course number(s) & name(s) or other educational reqs Specific assessment

• pportunity
• 14. Advocate for political, social or economic

policies/programs that will improve health in diverse populations PUBH 732: Health Promotion & Equity Letter to an elected

• fficial about a local

health issue SBS 623: Health Communication Op-ed submission to media outlet

• 21. Perform effectively on interprofessional

teams MPH 602: Public Health in Practice Written proposal - MPH, law and social work students work with law enforcement to address issue (eg, opioid abuse)

• 22. Apply systems thinking tools to a public

health issue MPH 602: Public Health in Practice Week 7 presentation – Identify a system and use a systems thinking model or archetype to predict the system’s behavior

Contact us w ith your questions!

• On the web
• Find answers to FAQs: http://ceph.org/faqs/2016criteriafaq/
• Follow us on Twitter: @CEPHtweets
• At the office
• Call us: 202-789-1050
• Email CEPH Staff: http://ceph.org/about/staff/
• On the road

APHA Annual Meeting in Atlanta, GA November 4th, 2017, 4-6 pm “New approaches to the MPH curriculum: a series of case studies”