Higher Education in Public Health 2.0: Overview of New Curricular Requirements for Public Health Degree Programs

Transcription

1 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

2 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

3 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.

4 About CEPH

5 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.

6 CEPH Background Established in 1974 jointly by APHA & ASPPH Private, non-profit corporation Recognized by the US Department of Education

7 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)

8 Why change?

9 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

10 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)

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

12 Clear consensus about what was not working Biostatistics Epidemiology Social Behavioral Environmental Health Health Svc Admin

13 Abundance of available source data

14 Framing the Future paving the way 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

15 The Criteria Revision Process Discussions in Council Web survey to stakeholders Technical Assistance Session with Q & A 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 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! Received over 800 individual written comments throughout process! Feedback from faculty, students, organizations, practice

16 New criteria, new perspectives

17 Changes to curriculum

18 MPH & DrPH Foundational Knowledge Core Competencies Concentration Competencies Practicum Culminating Experience Foundational Competencies Concentration Competencies Applied Practice Experience Integrative Learning Experience

19 MPH & DrPH Foundational Knowledge Grounding in Foundational Knowledge Through Achievement of 12 Learning Objectives 6 6 Profession and Science of Public Health 10 Essential Services, causes of mortality, etc. Factors Related to Human Health Environmental factors, health inequities, etc. ASSESSMENT CEPH-accredited BSPH or MPH Test/Assessment of knowledge Foundational course Coverage across curriculum

20 MPH Foundational Competencies All MPH students attain 22 competencies across 8 domains Every student assessed on each competency at least once 1 Evidenced-based Approaches to Public Health 5 Leadership 2 Public Health & Health Care Systems 6 Communication 3 Planning & Management to Promote Health 7 4 Policy in Public Health 8 Interprofessional Practice Systems Thinking

21 DrPH Foundational Competencies All DrPH students attain 20 competencies across 4 domains Every student assessed on each competency at least once survey limitations design research projects research dissemination Data & Analysis Leadership, Management & Governance cultivate resources create strategic plans consensus building program & policy design system-level interventions interprofessionalism Policy & Programs Education & Workforce Development assess learning needs best-practice pedagogy deliver trainings

22 MPH Applied Practice Experiences Competencies Addressed Applied Activities Mode of Completion Assessment Method At least 5 competencies (3 must be foundational) Internships Communitybased course activities Co-curricular activities Individual or group based Discrete experience or completed across course of study Student portfolio with at least 2 products Non-academic setting Credit or noncredit bearing

23 DrPH Applied Practice Experiences Competencies Addressed Applied Activities Mode of Completion Assessment Method At least 5 foundational and/or concentration competencies Foundational competencies in Leadership, Management & Governance domain Substantive, advanced-level opportunities developing leadership May include: Internships Activities integrated into coursework Applied learning in real world setting May be completed in student s own work setting Project(s) benefit organization(s) and advance public health practice Reflection of personal and/or professional reactions to experience

24 MPH & DrPH Integrative Learning Experience Foundational Competencies ILE Concentration Competencies competencies selected in consultation with faculty & align with students educational & professional goals Synthesis of Competencies faculty or other qualified individual ensures each student addresses defined competencies High-quality Written Product Faculty Assessment eg, take-home comprehensive exam, policy statement etc.

25 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

26 Foundational and Concentration Competencies How are they different?

27 MPH Foundational Competencies All MPH students attain 22 competencies across 8 domains Every student assessed on each competency at least once 1 Evidenced-based Approaches to Public Health 5 Leadership 2 Public Health & Health Care Systems 6 Communication 3 Planning & Management to Promote Health 7 4 Policy in Public Health 8 Interprofessional Practice Systems Thinking

28 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

29 DrPH Foundational Competencies All DrPH students attain 20 competencies across 4 domains Every student assessed on each competency at least once survey limitations design research projects research dissemination Data & Analysis Leadership, Management & Governance cultivate resources create strategic plans consensus building program & policy design system-level interventions interprofessionalism Policy & Programs Education & Workforce Development assess learning needs best-practice pedagogy deliver trainings

30 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

31 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

32 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.

33 Competencies are now foundational Concentration competencies Promote capacity strengthening CEPH foundational competencies 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 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 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

34 Or made context specific Concentration competencies CEPH foundational 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

35 Other confusion we ve seen Concentration competencies Issue Students will complete an integrative learning experience that demonstrates synthesis of foundation and concentration competencies appropriate to the student s education and professional goals. **Not a competency** Required component of the curriculum Using NCHEC sub-competencies as concentration competencies Too granular to serve as the concentration competencies; these provide helpful guidance for planning the learning objectives in individual courses. Competency repeated across concentrations Must have at least 5 distinct competencies for each concentration

36 Advanced rigor and depth Concentration competencies CEPH foundational 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 others, fostering collaboration and guiding decision-making

37 Foundational Knowledge Foundational Competencies Concentration Competencies APE ILE

38 Assessment ingredients Skilled assessor Well-suited activities Good competencies

39 Skilled assessor Knowledgeable about the didactic underpinnings

40 Assessment ingredients Skilled assessor Well-suited activities Good competencies

41 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 other 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.

42 Authentic assessment A form of assessment in which students are asked to perform realworld tasks that demonstrate meaningful application of essential knowledge and skills.

43 Is my assessment authentic? Traditional Assessment Assessment: Determines if students have absorbed knowledge Mission: Create competent public health professionals Authentic assessment Assessment determines if students can demonstrate skills Mission: Create competent public health professionals Teach curriculum Known body of knowledge translated into curriculum Curriculum developed that enables students to perform skill well Competency describes skill students must be able to perform

44 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

45 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 others, 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?

46 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 official Analyze a real data set to answer a question Develop Congressional testimony Case Studies Role Plays Podcast Original research project

47 Example: Template D2-2 Assessment of Foundational Competencies for MPH in Community Health Competency 4. Interpret results of data analysis for public health research, policy and practice 5. Compare the organization, structure & function of health care, public health & regulatory systems across natl & intl settings 7. Assess population needs, assets & capacities that affect communities health Course number(s) & name(s) or other educational reqs MPH 603: Principles of Epidemiology MPH 602: Health Care Systems PUBH 700: Social & Behavioral Sciences Specific assessment opportunity Week 7: PowerPoint presentation analyze data re: LGBTQ health inequities and provide a policy recommendation Week 3: Discussion question post & response respond to at least 3 posts offering comparisons of health systems Mid-term exam - essay questions on regulations, organization, structure and functions Environmental scan & needs assessment report & presentation to community partner

48 Example: Template D2-2 Assessment of Foundational Competencies for MPH in Community Health Competency 14. Advocate for political, social or economic policies/programs that will improve health in diverse populations 21. Perform effectively on interprofessional teams 22. Apply systems thinking tools to a public health issue Course number(s) & name(s) or other educational reqs PUBH 732: Health Promotion & Equity SBS 623: Health Communication MPH 602: Public Health in Practice MPH 602: Public Health in Practice Specific assessment opportunity Letter to an elected official about a local health issue Op-ed submission to media outlet Written proposal - MPH, law and social work students work with law enforcement to address issue (eg, opioid abuse) Week 7 presentation Identify a system and use a systems thinking model or archetype to predict the system s behavior

49 Contact us with your questions! On the web Find answers to FAQs: Follow us on At the office Call us: CEPH Staff: On the road APHA Annual Meeting in Atlanta, GA November 4 th, 2017, 4-6 pm New approaches to the MPH curriculum: a series of case studies