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New approaches to the MPH curriculum: a series of case studies
November 4, 2017Atlanta, GA
CEPH background
• Established in 1974 jointly by APHA & ASPH (now ASPPH)• Private, non-profit corporation• 10-member Board of Directors• 9 staff members• ~100 trained site visitors (academic and practitioners)• Recognized by the US Department of Education
CEPH: vital statistics
• Accredit 189 total units• Accredit 64 schools of public health• Accredit 116 public health programs• Accredit 9 standalone baccalaureate programs
• 51 schools and programs are currently applicants• Accredit in 46 states plus DC & PR• Accredit in 5 countries outside US (Canada, Mexico, Lebanon,
Grenada, Taiwan)
Compliance Reporting Timeline
When?
All schools and programs and must demonstrate compliance with the 2016 criteria by
December 31, 2018
What does that mean?
MPH Curriculum2016 Accreditation Criteria
D1. Foundational Public Health Knowledge
Grounding in Foundational Knowledge Through Achievement of
12 Learning Objectives
Profession and Science of Public Health
Factors Related to Human Health6
6
ASSE
SSM
ENT
CEPH-accredited BSPH degree
Test/Assessment of knowledge
Foundational course
Coverage across curriculum
10 Essential Services, causes of mortality, etc.
Environmental factors, health inequities, etc.
D2. MPH Foundational Competencies
All MPH students attain 22 competencies across 8 domains Every student assessed on each competency at least once
Evidence-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
D4. Concentration Competencies
MPH
Applies to all Concentrations and Generalist
Degree
At Least 5 Concentration Competencies
Articulates Depth in Concentration Area or Beyond
Foundational Competencies
Assessment Activity
Define at Least One for Each Competency
Validation
By Faculty or Other Qualified Individual
D5. 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 of study
• Non-academic setting
• Credit or non-credit bearing
Assessment Method
Student portfolio with at least 2 products
D7. MPH Integrative Learning Experience
faculty or other qualified individual ensures each student addresses defined competencies
Foundational Competencies
Concentration CompetenciesILE
Synthesis of Competencies
High-quality Written Product
Faculty Assessment
competencies selected in consult with faculty & align with students’ educational & professional goals
eg, take-home comprehensive exam, policy statement etc.
Case Studies
Today’s case studies
• Public Health Programs (PHPs)• University of North Dakota• Central New York MPH• Wayne State University
• Schools of Public Health (SPHs)• SUNY Buffalo• CUNY
University of North Dakota - PHP
MPH Program on the Plains
2017 Competency Revision
University of North Dakota
10/26/2017
University of North Dakota
• Oldest university in State– Founded in 1883, 6 years before statehood
• A tradition of liberal arts education, as well as the sciences– Over 14,000 students today
• Chester Fritz Library largest in State– Over 2,000,000 print and non print documents
• Strong ties to Norway and Norwegian schools
10/26/2017
MPH Program
10/26/2017
MPH Program
• In School of Medicine & Health Sciences– Only medical school in State
• New program– First class enrolled in Fall 2012– CEPH accredited in Summer 2016
• 42-credit MPH degree with 2 specializations– Population Health Analytics– Health Management & Policy
• 12-credit Public Health Certificate10/26/2017
MPH Program
• An emphasis on ‘big health data’ analytics• Preparing students to respond to growing
demand for professionals who can transform data into information for decision-making– Size of health data growing exponentially– Skills to ‘mine’ big data exceptionally valued by
• Public and private health agencies• Healthcare providers & payers
• Descriptive – Predictive - Prescriptive
10/26/2017
MPH Program
• A unique feature– Application of system dynamics to public health– Norwegian Exchange Program with the University
of Bergen in System Dynamics
• Pride ourselves in our many collaborations within the State for students and faculty
• North Dakota Department of Health• Grand Forks Health Department • Altru Health System, BCBSND • Sanford Health, others
10/26/2017
Takeaway
• Expanded the MPH core• Greater focus on what’s important to us
– Analytics– Student skills– Community action
10/26/2017
Process of Competency Revision
• Compared, with trepidation, the 22 new Core Competencies to our 12 old Core and 10 old specialization competencies
• Realized, happily, that with a few exceptions, our program, as a whole, included the new competencies in some form
• Same idea, worded differently• Implicit in courses• Different outcome expected • In specializations, not the core
10/26/2017
Process of Competency Revision
• Set about, enthusiastically, reorganizing the curriculum to ensure inclusion of new Core Competencies – Identifying new competencies already in old
courses– Adding new competencies to old courses– Adding new courses to include new competencies
not covered before– Adding courses to the core
10/26/2017
Example 1: Interprofessional Practice
• New Core Competency:– 21. Perform effectively on interprofessional teams
• Issue: – We value interprofessional experiences, but we
had no consistent experiences in this area
• Action Taken:– Added an interprofessional experience to Health
Policy course because it is a course that always contains MPH, MBA, and MPA students
10/26/2017
Example 2: Evidence-based Public Health
• Issue:– New competencies required more than
‘understanding’ but skills• Collect data, analyze data, interpret findings, employ
computer-based programming and software
– However, these skills were developed mostly in one specialization: Population Health Analytics
10/26/2017
Example 2: Evidence-based Public Health
• Action Taken:– Added Biostatistics 2 and Population Health
Research Methods to Core– Had already added SAS and R to our core to
develop data management skills
• The new competencies are consistent with our program’s focus on turning data into actionable information
10/26/2017
Summary of Competency Revision
• Enlarged Core from 18 credits to 27– Moved 4 courses from specializations to Core– Removed Environmental Health (Foundational)
• Identified courses that covered new competencies, but not explicitly, and added new competencies to them
• Added new competencies that we did not have before
10/26/2017
New MPH Core• Public Health Systems• Data Management in SAS• Data Management in R• Health Care Systems• Biostatistics 1• Biostatistics 2• Social & Behavioral Sciences in Public Health• Population Health Research Methods• Epidemiology• System Dynamics 1• Health Policy
10/26/2017
Our View of Competency Revision
• Overall, the exercise of revising curriculum to meet new CEPH Core Competencies strengthened our MPH program
• All students will develop …– More advanced analytics skills, which is consistent
with our program focus– Policy knowledge and skills– Leadership and advocacy skills, interprofessional
experience, qualitative data skills
10/26/2017
Our View of Competency Revision
• We especially like emphasis on building skills• Evaluating• Developing policy strategies • collecting, analyzing, and interpreting data• Advocating and leading
• We believe incorporating new CEPH Core Competencies improves our MPH program– Strengthens our focus on analytics – Develops skills for community action
10/26/2017
Acknowledgments• Arielle Selya, Chair, Curriculum Committee• MPH Faculty members
• Cristina Oancea• Yvonne Jonk• Laura Hand• Clint Hosford
• Raymond Goldsteen, MPH Director
10/26/2017
Central New York MPH Program - PHP
Dr. Martha Wojtowycz, Director*Dr. Telisa Stewart, Assistant Director
Dr. Margaret Formica, Concentration Director
Central New York Master of Public Health
(CNYMPH)SUNY Upstate Medical University
and Syracuse University, Syracuse, NY
Current ProgramPublic Health Practice and Policy
Core Courses CreditPrinciples of Epidemiology 3Principles of Biostatistics 3Principles of Environmental Health 3Social and Behavioral 3Public Health Administration 3
Program Specific CoursesPublic Health Practice 3Public Health Policy 3Public Health Research Methods 3Program Planning and Evaluation 3
Field Placement 3
Culminating Experience 3Electives
Applied Methods Elective 3Content Elective 3
Applied Methods or Content Elective 3Total Credit Hours 42
• 42 Credit hour MPH
• Standard 3 credit hour courses
• Core courses, program specific courses, electives, FP, CE
• No concentrations
• MD/MPH and MPH
• Collaborative programs between two institutions: State vs. Private
Big Picture - Takeaway
• Went outside the box – Unique and Innovative• Wanted to create a learning experience for students
that integrates concepts and competencies across disciplines
• Buy – In from the faculty
• Created a team building environment
Presentation Side Note
• Focused on redesigning our courses
• Not focused on assessing activities for specific competencies
ProcessSTEP 1
• We mapped the current courses with the foundational knowledge based on faculty feedback
• Broke down the knowledge categories into subcategories
• Ex. Explain public health history, philosophy, and values into
• Explain public health history
• Explain philosophy
• Explain values
EPI BIOS ENVIRO SOCIAL PRACT POLICY ADMINRES/
METHPLAN/EVAL Total
Foundational Public Health Knowledge
1a. Explain public health history X X X X X 5
1b. Explain public health philosophy X X X X 4
1c. Explain public health values X X X X 5
2. Identify the core functions of public health and the 10 Essential Services X X X 33a. Explain the role of quantitative methods and sciences in describing and assessing a population's health X X X X X X 63b. Explain the role of qualitative methods and sciences in describing and assessing a population's health X X X X 44a. List major causes and trends of morbidity in the US or other community relevant to the school or program X X X 34b. List major causes and trends of mortality in the US or other community relevant to the school or program X X X 35. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc. X X X 36. Explain the critical importance of evidence in advancing public health knowledge X X X X X X X 7
EPI BIOS ENVIRO SOCIAL PRACT POLICY ADMINRES/
METHPLAN/EVAL Total
7. Explain effects of environmental factors on a population's health X X X 38a. Explain biological factors that affect a population's health X X 28b. Explain genetic factors that affect a population's health 09a. Explain behavioral factors that affect a population's health X X X X 49b. Explain psychological factors that affect a population's health X 110a. Explain the social determinants of health and how they contribute to population health and health inequities X X X X X X X 710b. Explain the political determinants of health and how they contribute to population health and health inequities X X X X X 510c. Explain the economic determinants of health and how they contribute to population health and health inequities X X X X X 511. Explain how globalization affects global burdens of disease X X 212. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g., One Health) X 1
12 2 15 4 10 6 7 3 14
ProcessStep 2
• We mapped the current courses with the foundational competencies based on faculty feedback
• Identified gaps, redundancies
• Identified courses with to few and to many competencies
MPH Foundational Comp Epi Bio Envio Social Admin Practice Policy ResMeth
Prog/Eval
Sum Core
Sum of A
Sum of B
Evidence Based Approaches to Public
Health
1. A A B 3 2 12. A A B B B 5 2 33. A A B 3 2 14. A B B A B B 6 2 4
Public Health and Health Care Systems
5. B A B A B 5 2 36. B B A B B A 6 2 4
Planning and Management to Promote Health
7. B A B 3 1 28. B B A 3 1 29. A A 2 2 010. A B B 3 1 211. B A 2 1 1
Policy and PublicHealth
12. A B 2 1 113. A B A 3 2 114. A A 2 2 015. A B 2 1 1
Leadership 16. A B 2 1 117. A B 2 1 1
Communication18. B A B B B A 6 3 319. B B B A A 5 2 320. A B B B A 5 2 3
IEP 21. 0 0 0System Thinking 22. B A A 3 2 1
A = Primary (measurable deliverable; B= Secondary (Introduced,reinforced)
Sum 9 7 3 3 9 10 12 6 19
Sum of A 4 2 0 0 7 1 8 0 10
Sum of B 5 5 3 3 2 9 4 6 9
ProcessStep 3 – Took a Step Back
• Faculty engagement and workshop
• Re-assessed the structure, type, course sequencing, and integration of material
• Reviewed other programs’ approach to integration, structure, course sequencing, scalability
• Other concentrations
• Weighed in student feedback and faculty expertise
ProcessStep 4
• We identified key domains for the foundational components of our concentration • CEPH foundational categories
• Other Program categories
• Our current Program
• Identified concentration(s)• Concentration Specific
Competencies
• Identified portfolio course to capture practice experience and non-course related learning
Determinants of Health
Foundational Competencies: (7,8,20); Plus Foundational Knowledge
Evidence Based ApproachesFoundational Competencies(1,2,3,4,11,12,13,15,18,19)
Planning and EvaluationFoundational Competencies (2,4,7,8,9,10,11,17,18,19,22)
Health Systems and LeadershipFoundational Competencies (5,6,12,13,16,17,18,19,20,22)
Foundations Of Public Health
Foundational Knowledge
Concentration Courses*(Data and Analytics)
Concentration Specific Competencies
Elective
Portfolio of Service Learning, Volunteering
ProcessStep 5
• Further sub-divided the domains into modules
• Reflect the required content as well as the current faculty expertise and resources
• Allocate credit hours based on time required
Proposed Curriculum
Proposed Foundational Core Course Title Credit
Determinants of Health
DOH 1 Social and Behavioral 2.50
DOH 2 Environmental/Global Health 1.25
DOH 3 Biological and Genetic Health 0.25
DOH 4 One Health 0.25
DOH 5 Integration of Application and Practice 0.50
Foundational Competencies: 7,8,20 Plus Foundational Knowledge Total 4.75
Evidence Based Approaches
Methods 1 Introduction to Methods 1.00
Methods 2 Data/Management, Software, Surveys 2.00
Methods 3 Quantitative (Epi and Biostats) 5.50
Methods 4 Qualitative & CBPR 2.00
Methods 5 Integration of Application and Practice 0.50
Foundational Competencies: 1,2,3,4,11,12,13,15,18,19 Total 11.00
Planning and Evaluation
PPE 1 Needs Assessment 0.25
PPE 2 Logic Model and Design 1.00
PPE 3 Goals and Objectives 0.50
PPE 4 Implementation/Evaluation/Budget 2.00
PPE 5 Integration of Application and Practice 0.50
Foundational Competencies (2,4,7,8,9,10,11,17,18,19,22) Total 4.25
Health Systems and Leadership
Systems 1 Overview: Health Care, PH National and International 1.00
Systems 2 Policy, Administration, Financing 3.00
Systems 3 Community Action 0.50
Systems 4 Leadership 0.50
Systems 5 Integration of Application and Practice 0.50
Foundational Competencies (5,6,12,13,16,17,18,19,20,22) Total 5.50
Foundations Of Public Health FPH History, Philosophy, Values, Ethics, Essential services 0.50
(Foundational Knowledge) Total 0.50
Total of Foundational Core 26.00
Concentration Courses* (Data and Analytics)
DA 1 Advanced Biostatistics 3.00
DA 2 Advanced Epidemiology 3.00
DA 3 Advanced Qualitative Methods 2.00
DA 4 Advanced Research Methods 2.00
DA 5 Advanced Software 2.00
*Choose one concentration Total Concentration 12.00
Concentration Courses* (Population Health)
PH 1 Community Health 3.0
PH 2 Local Public Health Systems 3.0
PH 3 Health Promotion and Disease Prevention 3.0
PH 4 Advanced Program Planning and Evaluation 3.0
*Choose one concentration Total Concentration 12.00
Elective Elective 3.00
Portfolio Portfolio of Service Learning, Volunteering 1.00
TOTAL CREDITS 42.00
Proposed Curriculum
Proposed Foundational Core Course Title
Determinants of Health
DOH 1 Social and Behavioral DOH 2 Environmental/Global HealthDOH 3 Biological and Genetic HealthDOH 4 One HealthDOH 5 Integration of Application and Practice
Evidence Based Approaches
Methods 1 Introduction to Methods
Methods 2 Data/Management, Software, Surveys
Methods 3 Quantitative (Epi and Biostats)
Methods 4 Qualitative & CBPR
Methods 5 Integration of Application and Practice
Planning and Evaluation
PPE 1 Needs AssessmentPPE 2 Logic Model and DesignPPE 3 Goals and ObjectivesPPE 4 Implementation/Evaluation/BudgetPPE 5 Integration of Application and Practice
Proposed Curriculum
Proposed Foundational Core Course Title
Health Systems and Leadership
Systems 1Overview: Health Care, PH National and International
Systems 2 Policy, Administration, Financing
Systems 3 Community Action
Systems 4 Leadership
Systems 5 Integration of Application and Practice
Foundations Of Public Health FPH
History, Philosophy, Values, Ethics, Essential services
Concentration Courses *(Data and Analytics)
DA 1 Advanced BiostatisticsDA 2 Advanced EpidemiologyDA 3 Advanced Qualitative MethodsDA 4 Advanced Research MethodsDA 5 Advanced Software
Elective ElectivePortfolio Portfolio of Service Learning, Volunteering
New Concentration –In Development
Concentration: Data and Analytics
• 42 Credit hour MPH
• Modular courses – range of credit hours
• Foundational, concentration, electives, APE, and ILE
• Concentration in Data and Analytics; Strategically planning second concentration
• MD/MPH and MPH; certificate students
Proposed Curriculum
Proposed Foundational Core Course Title Credit
Determinants of Health
DOH 1 Social and Behavioral 2.50DOH 2 Environmental/Global Health 1.25DOH 3 Biological and Genetic Health 0.25DOH 4 One Health 0.25DOH 5 Integration of Application and Practice 0.50
Foundational Competencies: 7,8,20 Plus Foundational Knowledge Total 4.75
Evidence Based Approaches
Methods 1 Introduction to Methods 1.00Methods 2 Data/Management, Software, Surveys 2.00Methods 3 Quantitative (Epi and Biostats) 5.50Methods 4 Qualitative & CBPR 2.00Methods 5 Integration of Application and Practice 0.50
Foundational Competencies: 1,2,3,4,11,12,13,15,18,19 Total 11.00
Planning and Evaluation
PPE 1 Needs Assessment 0.25PPE 2 Logic Model and Design 1.00PPE 3 Goals and Objectives 0.50PPE 4 Implementation/Evaluation/Budget 2.00PPE 5 Integration of Application and Practice 0.50
Foundational Competencies (2,4,7,8,9,10,11,17,18,19,22) Total 4.25
Proposed Curriculum
Proposed Foundational Core Course Title Credit
Health Systems and Leadership
Systems 1 Overview: Health Care, PH National and International 1.00Systems 2 Policy, Administration, Financing 3.00Systems 3 Community Action 0.50Systems 4 Leadership 0.50Systems 5 Integration of Application and Practice 0.50
Foundational Competencies (5,6,12,13,16,17,18,19,20,22) Total 5.50
Foundations Of Public Health FPH History, Philosophy, Values, Ethics, Essential services 0.50(Foundational Knowledge) Total 0.50
Total of Foundational Core 26.00
Concentration Courses* (Data and Analytics)
DA 1 Advanced Biostatistics 3.00DA 2 Advanced Epidemiology 3.00DA 3 Advanced Qualitative Methods 2.00DA 4 Advanced Research Methods 2.00DA 5 Advanced Software 2.00
*Choose one concentration Total Concentration 12.00Elective Elective 3.00Portfolio Portfolio of Service Learning, Volunteering 1.00
TOTAL CREDITS 42.00
Semester 1 Fall of Year 1
Foundational Core Course Title
Foundations Of Public Health FPH
History, Philosophy, Values, Ethics, Essential services
Determinants of Health
DOH 1 Social and Behavioral
DOH 2 Environmental/Global Health
DOH 3 Biological and Genetic Health
DOH 4 One Health
Evidence Based Approaches Methods 1 Introduction to Methods
Methods 2 Data/Management, Software, Surveys
Health Systems and Leadership Systems 1
Overview: Health Care, PH National and International
Systems 2 Policy, Administration, FinancingPlanning and Evaluation PPE 1 Needs Assessment
Semester 2 Spring of Year 1
Evidence Based Approaches Methods 3 Quantitative (Epi and Biostats)
Methods 4 Qualitative & CBPR
Health Systems and Leadership
Systems 3 Community Action
Systems 4 Leadership
Planning and EvaluationPPE 2 Logic Model and Design
PPE 3 Goals and Objectives
PPE 4 Implementation/Evaluation/Budget
Spring/Summer/Fall
Determinants of Health DOH 5 Integration of Application and Practice
Evidence Based ApproachesMethods 5 Integration of Application and Practice
Planning and EvaluationPPE 5 Integration of Application and Practice
Health Systems and Leadership Systems 5 Integration of Application and Practice
Concentration Core Course Title
Semester 3Fall of Year 2 Data and Analytics
DA Advanced Biostatistics
DA Advanced Qualitative Methods
DA Advanced Research Methods
DA Advanced Software
Semester 4Spring of Year 2 Data and Analytics
DA Advanced Epidemiology
DA Elective
DA Portfolio
Foundational Core Course Title
Challenges
• Collaborative Program• Different Approval Processes
• Time Intensive• New York State Education Department approval required for major
curricular change
• Faculty time
• Communication – how to keep transparency
• Resources – institution and department
• Transition from old to new curriculum for enrolled students
Successes
• Curriculum is more integrated with foundational concepts in multiple domains – early on in the curriculum
• Curriculum better reflects our student population and interest
• Team Building
• Re-design based on faculty expertise
• Faculty buy-in
Contact InformationCNYMPH 315-464-1700
Dr. Martha Wojtowycz, [email protected]
*Dr. Telisa Stewart, Assistant [email protected]
Dr. Margaret Formica, Concentration [email protected]
Wayne State University - PHP
Department of Family Medicineand Public Health Sciences
Wayne State University Master of Public Health Program
Kimberly Campbell-Voytal, PhD, MSNDirector
Department of Family Medicineand Public Health Sciences
Master of Public Health Program: Structure– Location: SOM, Department of Family Medicine
& Public Health Practice• MPH degree
– 3 joint degrees- MD/MPH; MSW/MPH; MA NFS/MPH– 2 concentrations- Public Health Practice; Methods in Urban
Public Health
– Faculty• Full-time- 9• Adjunct/Part-time- 7
– Students – 103 full and part-time
Department of Family Medicineand Public Health Sciences
Key ‘Take-Aways’
Foundation Competencies:• Sharpened thinking about assessment in
applied or experiential learning courses • Activated cross-concentration accountability
for student performance assessments
Department of Family Medicineand Public Health Sciences
New Applied Learning Course: Community Intervention Science
Course OverviewStudents will• Develop, implement, and evaluate public
health interventions in CBO settings. • Acquire skills through individual and group
experiential learning.
Department of Family Medicineand Public Health Sciences
Foundation Competencies2. Select qualitative data collection methods appropriate for a given public health context3. Analyze qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate11. Select methods to evaluate public health programs13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes
Department of Family Medicineand Public Health Sciences
2 Methods courses in 2 ConcentrationsA. MPH: Public Health Practice
• …culturally competent public health research and program evaluation in diverse settings
B. MPH: Public Health Methods in Urban Health
• ….surveillance, survey development, geographic information systems, advanced statistical methods
2 METHODS COURSES- SHARE 4 COMPETENCIES2. Select quantitative data collection methods appropriate for a given public health context3. Analyze quantitative data using biostatistics, informatics, computer-based programming and software, as appropriate4. Interpret results of data analysis for public health research, policy or practice
22. Apply systems thinking tools to a public health issue
Department of Family Medicineand Public Health Sciences
Challenges & Surprises• Interpreting competency statements- verbs,
conjunctions, commas and semantics• Matching assessments to competency levels• Progress on our program ‘gap’ areas:
– Informatics- how detailed?– Interprofessional teams- how intentional?– Systems thinking- cognitions v tools?
Department of Family Medicineand Public Health Sciences
Key outcomes for WSU MPH Program
• Accelerated understanding of assessment in experiential-centric classes
• Activated collaborative strategies for teaching/learning across concentrations
SUNY Buffalo - SPH
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University at BuffaloSchool of Public Health and Health Professions
Kim KrytusMSW, MPH, CPH
Director, MPH Initiatives
MPH REVISIONS
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UB SPHHP AT A GLANCE Physical Therapy (DPT)Occupational Therapy (BS/MS)
BiostatisticsCommunity Health & Health BehaviorEpidemiologyExercise & Nutrition SciencesRehabilitation Science
BiostatisticsBiostatistics & BioinformaticsCommunity Health & Health BehaviorEpidemiologyExercise ScienceNutrition
BiostatisticsCommunity Health & Health BehaviorEnvironmental HealthEpidemiologyGeneralist / IndividualizedHealth Services Administration
Exercise SciencePublic HealthStatistics
Dietetic Internship with MS in NutritionAdvanced Certificates in
Assistive and Rehabilitation TechnologyBiostatistics & Bioinformatics
213 undergraduate students
495 graduate students
77 full-time faculty
7,800 alumni
Professional programs
Doctoral programs
Masters programs
MPH programs
Undergraduate programs
Certifications / Certificates
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TAKEAWAYS
Importance of details – words matter
- Can’t assess “explain” or “discuss” competencies with multiple choice questions
- Interpretations vary greatly; need specifics
Can’t meet new criteria with tweaks of existing content
- Depth of changes a challenge for staff, faculty, students- Many iterations needed to fully meet criteria
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GOALS FOR REVISIONS• Strengthened curriculum
• Focused student assessment
• Faculty engaged in process
- Limited time to implement (early decision for Option A)
- Limited additional resources
- Leverage existing content, resources
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PROCESSMILESTONE 2016 2017 2018
Dec.
Jan/
Feb
Mar
/Apr
May
/Jun
Jul/A
ug
Sept
/Oct
Jan-
May
Orient leadership, faculty, staff to new criteriaCreate CEPH Implementation team (CIT)Identify CIT goalsMeet with faculty of core coursesMap new competencies to existing course contentIdentify competency gapsMeet with faculty to address gapsFinalize decisionsCommunicate (faculty, staff, students, applicants)Implement revised courses
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MPH REVISIONS
Core Courses
7 required
Not integrated
Integrate or not?
• Taught in different departments
• Strong individual courses
• Other programs need discipline-specific courses
• Feasibility of team teaching?– Faculty course loads– Departmental accountability
D1, D2
\6
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MPH REVISIONS
Core Courses
6 required
Not integrated
Concentrations
5 core + Generalist
Minor competency
revisions
Field Training
120 hours, One experience
Added 2nd
assessment
Integrative Project
Competencies
Updated
D1, D2 D5 D7D4
MPH Knowledge & competencies
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Knowledge & Competency Gap Analysis
• MAPPED CORE COURSES TO COMPETENCIES• Admin, faculty & student reviews• Rated competency coverage & assessment by course (not covered to
well covered)
• ADDRESSED GAPS• Met with faculty• Strengthened / added coverage where possible• Adopted CEPH language
• FEW COMPETENCIES NOT COVERED
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16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making.
17. Apply negotiation and mediation skills to address organizational or communitychallenges.
22. Apply systems thinking tools to a public health issue.
New assessments in existing course
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21. Perform effectively on interprofessional teams.
IPE CONTENT AT UBTIMELINE 2012 2013 2014 2015 2016 2017Clinical professions identified need for IPEIPE steering group establishedIPE Pilot Programs with students from multiple professionsAnalyze pilot data (student, faculty KAPs)IPE faculty created online modules for IPEC core compsIP forums envisionedIP forums deliveredMPH students piloted IP forumModules / forum content revised to include public healthIdentify where, how to include in MPH curriculumRequired for MPH students
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Based on IPEC competencies
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https://www.buffalo.edu/interprofessional-education/education/ipe-initiatives/IPForums/fall-2017-ip-forum---confronting-opioid-dependence.html
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• Ensure all students complete, are assessed by faculty
• Integrate public health content into IPE modules, forums
• Integrate into existing course
• Where is best fit?
INTEGRATING INTO MPH
Field Training
120 hours, One experience
D5
Add IPE Content
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WHERE WE ENDED UP
Core Courses
6 required
Concentrations
5 core + Generalist
Field Training
IPE content,120 hours,
One experience
Integrative Project
Competencies
D1, D2 D5 D7D4
• Faculty on board• No new courses• 1 course no longer required• Minor changes to existing courses
− Content & assessments
• 1 course significantly changed− From 0 cr. to 3-cr. equivalent
− New content & assessments
• IPE before field training
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STRENGTHS
• Timeline
• Difficult to add courses
• Public health in clinically-focused IP content
• Detailed level of assessment required
• Collecting assessments
CHALLENGES
• Strong starting point
• Faculty, staff, student engagement
• Leadership support
• Leverage university initiatives– IPE– Global knowledge
ADDRESSING NEW CRITERIA
CUNY - SPH
MPH - City University of New YorkCEPH Technical Assistance SessionAPHA, Atlanta, GA, November 4, 2017
Introduction of CUNY
November 2015, the consortial School was dissolved and the GSPHHP was established; we are a stand-alone (independent) campus in CUNY
CEPH site visit April 2016. Reaccredited as a School through 2023
560 graduate students, 50 full time faculty
MPH - 5 concentrations; MS in EOHS; DPH - 4 concentrations; Certificates
http://sph.cuny.edu/
Takeaway
Transparency is key; need multiple communication vehicles: website, blog, public documents, emails, regular small and large meetings
Full faculty ownership and continual feedback
Identify key principles (to avoid distraction)
Know your market and your organization’s strengths and weaknesses
Gather feedback from multiple sources
Process - Education
Prepared and disseminated the following materials to faculty:
● Slide decks for CEPH requirements
● Resource documents (ASPPH, ASTHO, Council on Linkages, etc)
● Databases of the graduate program market
● Early adopters of new core (UIC, Boston, South Fl, etc)
● Student survey feedback on the traditional core
● Alumni and exit survey data on employment and skills
● Timeline for work to be done and review schedule
Process - Planning
Curriculum committee created a set of 12 principles to guide the effort
Curriculum committee led small group discussions during a faculty governance meeting to hear fears, concerns, and questions
Created a website to disseminate all materials and provide updates
Solicited proposals on the new core from all faculty; posted anonymous version
Process - Writing
Arranged competencies into clusters
Synthesized ideas from solicited proposals
Collaborative document with courses, competencies, objectives, assessments
Syllabi drafted by interdisciplinary teams of course architects
Process - Feedback
Held 60+ meetings on curriculum changes; posted log on the website
Faculty survey on MPH core
Student focus groups
Employer focus groups
Peers external to CUNY
Strengths
The city as a laboratory; “healthy cities in a healthy world”
Experiential learning - many community relationships in NYC, including a strong partnership with city health department
Learning objectives link the competency and assessment. Each syllabi will have learning objectives/assessments by class session
Content and approach based on mission - policy and social justice
Example
Competency
Learning Objective Assessment
22. Apply systems thinking tools to a public health issue
Operationalize a public health issue in terms of a testable, simplified, model of reality, for example as a: -Static epidemic model -Simulation
Use a model of reality to test a hypothesis and/or explore effects of an intervention
Explain why solving public health problems is so complex
Example: transmission of infection; impact of social networks; changes of social norms, beliefs
Create a causal loop diagram of obesity
Apply non-linearity and systems thinking by causal loop diagram approach
Explain the major applications of system dynamics, network modeling and agent-based model
Choose the most suitable systems modeling method for a specific complex public health problem
Outcome - Core
5 courses x 3 credits = 15 credits
● Public Health Research Methods and Tools I
● Public Health Research Methods and Tools II
● Designing and Evaluating Public Health Interventions
● Public Health Leadership & Management
● Health Equity, Communication, and Advocacy
Outcome - APE, IPE
Experiential learning integrated into required courses or offered as separate course, depending on concentration.
Even in programs with integrated APE, students have the option to take the internship course as an elective
Capstone components integrated into required courses and pulled together in culminating course (idea from Kentucky)
Next Steps
Incorporate feedback from students, employers, and peers
Pilot new courses and pedagogical methods
Plan for transition - supporting old, launching new
Evaluation plan for core and required courses
Support student portfolio from Day 1 of matriculation
Thank you
Website https://sphcurriculum.commons.gc.cuny.edu/
Jim P. Stimpson, PhDAssociate Dean for Academic and Faculty Affairs and ProfessorCity University of New YorkGraduate School of Public Health and Health Policy55 W. 125th St | New York, NY 10027646-364-9773 | [email protected]
Any Questions?
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