Creating the Gillings MPH Core Draft Prototype Integrated Core Curriculum November 2015 Anna Maria Siega-Riz and Laura Linnan, Co-Chairs MPH Core Planning Committee
Creating the Gillings MPH Core Our vision . . . INTEGRATION
Gillings MPH Core Planning Committee Members Co-Chairs Rabiga Michael Hudgens, Amanda Howell Khozhamkul PhD, Associate Student, MCH Anna Maria Siega-Riz, Student, PHLP Professor, Biostatistics PhD, Associate Dean for mhudgens@email.unc.edu Academic Affairs; Professor, Epidemiology and Nutrition am_siegariz@unc.edu Beth Mayer-Davis, Lewis Margolis, Carolina Sodano Laura Linnan, PhD, Chair and MD, Associate Student, NUTR ScD, Professor, Professor, Nutrition Professor, Maternal Health Behavior beth_mayer- and Child Health linnan@email.unc.edu davis@unc.edu lew_margolis@unc.edu Brian Pence, Paula Song, Jill Stewart, Eleanor Wertman PhD, Assistant PhD, Associate PhD, Associate Student, HB Professor, Professor, Health Professor, Epidemiology Policy and Environmental bpence@unc.edu Management Sciences & psong@unc.edu Engineering jill.stewart@unc.edu Liaisons Jennifer Elliott, PhD, Pamela Lee, MA, Barbara Rimer, DrPH, Elizabeth French, MA, Coordinator Administrative Support Dean & Alumni Assistant Dean for Specialist, Dean’s Curriculum & Pedagogy Distinguished Professor Strategic Initiatives jbelliott@unc.edu Office brimer@unc.edu eafrench@unc.edu pjlee@email.unc.edu
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 .
Who’s doing what? 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? 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.
Our engaged process… 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
Summer 2015 Planning Roadmap MPH Core Planning Committee Additional meeting to develop prototypes, sequencing Aug/Sept May June July October- Meeting Meeting Meeting Meeting December Discuss Discuss prototypes Deploy surveys strengths & with key Group June Map CEPH weaknesses of Town Hall Mtg stakeholders results into “buckets” and skills to ASPPH 10/7 @ 3pm Refine prototypes “buckets” of what’s missing domains Use data to based on feedback Add model/ content revise Begin developing structure; create prototypes prototypes surveys/interviews Present recommended Check against guiding prototype for approval principles at each juncture to Dean’s Council
10 Our principles. . . (See full document) Efficient for faculty and students Student-centered High quality and integrated Leverages School’s strengths Effective Global and local focus Best practices in Enriched learning environment teaching & learning
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Competencies w ith skills mapped A. Behavioral/Social/Environmental Determinants (skills b,c,e,f,m,l,x) D. Policy (skills b-d, j,k,u-w) 1. Understand the factors that affect the health of groups of people. 14. Understand the key legal, ethical, economic and regulatory dimensions of U.S. health care and public health policy. 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 15. Understand public health policy-making process, and evaluate policies and practices in a manner settings. consistent with the philosophy and core values of public health. 3. Understand culture and socio-demographic status as determinants of health for populations and individuals. 16. Analyze the effects of political, social and economic policies on population health at the local, state, national and international levels (adapted from ASPPH). 4. Develop approaches to design, implement and communicate public health interventions that reflect understanding of these social determinants, while practicing competent individual and community 17. Evaluate public health policies and analyze their intentional and unintentional consequences on engagement. populations. 5. Understand and apply life course approach and critical periods of development in addressing public health 18. Understand how to advocate for public health policies by working effectively with key stakeholders. problems. E. History and Public Health Systems (skills s,t, u,x) B. Methods 1 (skills a-e, l) 19. Understand how the history and core values of public health, including commitment to community-oriented 6. Understand and apply the concepts, methods, and tools of public health study design, data collection, practice, evidence-based practice, and advancement of social justice, informs the development, analysis and interpretation to robustly answer a research question or evaluate a policy, project, program or implementation, and evaluation of public health practices and policies. intervention. 20. Understand the structure, financing and organization of the U.S. health care and public health system. 7. Understand and apply evidence-based reasoning, system thinking and informatics approaches to address a public health issue. 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. 8. Critically evaluate data, including scholarly literature, to draw appropriate inferences about population health. 22. Understand the major public health threats and opportunities presented by the processes of globalization. 9. Identify and use appropriate sources of data to describe and evaluate a population health issue. 23. Understand the connection between public health and sustainable development C. Methods 2 (skills b, m-r) 24. Evaluate the impact of global trends and interdependencies on population health related problems and systems (from ASPPH). 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- F. Professionalism (ethics and responsible conduct of research) (skills f-k) made disasters. 25. Perform effectively as members of interdisciplinary and interprofessional teams to solve real world public 11. Specify approaches for assessing, preventing and controlling environmental or behavioral factors that pose health problems. risks to human health and well-being, using data and evidence where available. 26. Articulate the role of public health leaders and professionals while respectfully engaging with individuals 12. Understand how to develop a budget and secure and manage funding for a public health project, program, and groups to improve public health policy, practice and outcomes. intervention or grant. 27. Communicate effectively through various formats including oral presentations, writing and social media 13. Apply project management skills needed to plan, implement and evaluate a population-based project, regarding public health issues. program or intervention. 28. Effectively communicate to various audiences including funders, peers, stakeholders and general public.
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Our draft prototype
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
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