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Applying the MPH Cross-Cutting Competencies Panel

Applying the MPH Cross-Cutting Competencies Panel. Aim: To share experiences from a cross-section of SPH and to engage participants on questions/experiences • Barbara Arrington (SLU) • Dora Barilla (LLU) • Laura Magaña (INSP) • Sandra Quinn (Pitt). Seven Cross-cutting Domains.

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Applying the MPH Cross-Cutting Competencies Panel

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  1. Applying the MPH Cross-Cutting Competencies Panel • Aim: To share experiences from a cross-section of SPH and to engage participants on questions/experiences • • Barbara Arrington (SLU) • • Dora Barilla (LLU) • • Laura Magaña (INSP) • • Sandra Quinn (Pitt)

  2. Seven Cross-cutting Domains • Communication and Informatics • Diversity and Culture • Leadership • Professionalism • Program Planning • Public Health Biology • Systems Thinking

  3. Process From October 2005 to March 2007: Fall 2005 – Faculty set a goal of 50-70 core competencies for the MPH Winter 2005-2006 –Workgroup created to refine competencies Spring 2006 – Faculty met to review work to date Fall 2006 -- Workgroup and division faculties refined competencies and sub-competencies Saint Louis University SPH Dr. Barbara Arrington

  4. Process, Continued… • Winter 2007: • Alumni & employer survey • All-faculty meeting • Individual faculty and division reviews and submission of comments • March CH faculty meeting to: • Approve a working core set • Agree on a participatory approach to create a competency-based curriculum for Fall 2008 implementation

  5. Loma Linda University SPHDr. Dora Barilla Process, Challenges, & Outcomes

  6. Process • Multidisciplinary team to: • Review current competencies • Review new competencies • Review other schools • Propose three different alternatives to the faculty • Adopt changes recommended by faculty • Identify ownership of cross cutting competencies • Develop a rubric of core and cross cutting competencies to identify weaknesses and strengths

  7. Challenges • Change • Addressing gaps • Increased units • Buy-in from faculty • Public Health Biology • Ownership verses integration

  8. Current Core • ENVH Principles of Environmental Health (3) • EPDM Principles of Epidemiology I (3) • HADM Principles of Admin in PH (3) • HPRO Principles of Health Behavior (3) • RELE Religion course (3) • PHCJ Philosophy of PH (1) • STAT General Statistics/Biostatistics (4) • TOTAL 20 UNITS

  9. Adopted Core • ENVH Principles of Environmental Health (3) • EPDM Principles of Epidemiology I (3) • HADM Principles of Admin and Policy in Public Health (3) • HPRO Principles of Health Behavior (3) • RELE Ethical Issues in Public Health (3) • PHCJ Overview of Public Health (1)‡ • STAT General Statistics/Biostatistics (4) • HPRO Program Planning & Evaluation (2) • GLBH Health Disparities/At-Risk Pop (2) • NUTR Public Health Biology (2) • PHCJ Integrated Core/Capstone (2) • TOTAL 28 UNITS

  10. Change in Core • Addition of 8 units • Program Planning & Evaluation (2) • Health Disparities/At-Risk Pop (2) • Public Health Biology (2) • Integrated Core/Capstone (2)

  11. Integrated Public Health Capstone -- In Progress • Capstone educational experience • Integration of core and cross cutting competencies • Transition from academic setting to the professional world of public health • Course Deliverables: • Course summary reflection for each core course • Rapid HIA group project • Finalize portfolio • Capstone project reflection  

  12. Instituto Nacional de Salud PúblicaDr. Laura Magaña Valladares

  13. INSP Cross-cutting Competencies Include specific competencies in the area of: • Leadership and decision making • Critical thinking and metacognition • Scientific / analytic competence • Political and community competence • Social skills • Communication

  14. A Two-year Process…. ◦PH Organizations ◦ASPH competences ◦OMS/PAHO documents ◦Employers questionnaire ◦Students and faculty recommendations ◦Expert inputs ◦Ministry of Health Officials ◦Literature research findings ◦Academic Groups Included in To define SPECIFIC COMPETENCIES CURRICULUM (courses and requirements) INSTRUCTIONAL COMPETENCIES PROFESSIONAL COMPETENCIES Can be CROSS-CUTTING COMPETENCIES To achieve GRADUATION COMPETENCIES Graduates are competent when they demonstrate mastery on professional competencies

  15. (specific graduation requirements to ensure participation) Curriculum Credit courses Extra class activities Strategies for Cross-cutting Competencies

  16. 1.Redesign whole curriculum by competencies 4. Evaluation (formative and Summative) Competency Based Education 3. Student support services 2. Teacher training

  17. 1.1 Map Competencies With Curriculum

  18. 1.2 Include Practicum Experience Three courses were included along the academic program for Community Practice (cross cutting competencies: communication, leadership, team work, diversity, multicultural…)

  19. 1.3 Design Teacher Training Program Develop and implement a semester-long Teacher training program. (emphasis on innovative methodologies that develop cross-cutting competencies)

  20. 1.4 Change Teacher Evaluation The teacher evaluation was changed to include formative, and summative evaluation and in particular assess the teacher strategies to involved students.

  21. 2. Extra/class activities A series of extra-class graduation requirements were established to emphasis the development of cross cutting competencies. Programs in place: • Workshops: A three hour monthly experiential workshop is organized in topics such as: leadership, communication, cultural diversity, team work, etc.

  22. 2. Institutional Seminars: They are carried out monthly with topics related to public health. 3. Specific non-credit courses: Students are required to take two courses in writing and writing for scientific purposes, as well as English language. 4. Cultural and sports annual program

  23. 5. Student participation. The students organize academic events and they actively participate in school governance as a way to develop leadership, communication, and other skills.

  24. CHALLENGE: To evaluate mastery of cross-cutting competencies and the strategies that favor them the most. WE HAVE TO BE CREATIVE TO REACH OUR GOAL AND HAVE FUN ON THE WAY!!! Thank you

  25. University of Pittsburgh SPHDr. Sandra Quinn Overall Core and Overview of Public Health

  26. Core Curriculum • Overview of Public Health (1) • Epidemiology (3) • Biostatistics (3) • Environmental Health and Disease (3) • Social and Behavioral Sciences & Public Health (3) • Public Health Biology (2) • Introduction to Leadership, Management and Policy in Public Health (3) • Capstone (2)

  27. Public Health Issues within the Core • Polio • Asthma • Newborn Screening • Hurricane Katrina

  28. Overview of Public Health: Focus on Key Competencies • Professionalism • Leadership • Diversity • Communication and Informatics

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