The Advantages of a Core School Competencies

Transcription

1 2.6 Required Competencies For each degree program and area of specialization within each program identified in the instructional matrix, there shall be clearly stated competencies that guide the development of educational programs. a. Identification of core public health competencies that all MPH or equivalent professional masters degree students are expected to achieve through their courses of study. The MPH degree has identified core competencies which all MPH students, regardless of concentration, must achieve. Each concentration has identified concentration competencies, as well as practicum competencies for students in that concentration. In this section, only the core competencies will be discussed. A total of 78 core competencies have been identified and grouped under the following 14 learning outcomes for the core program. See Appendix 2.6.a. for a list of competency by learning outcome. Learning outcomes for the core program: Analyze the biological, physical, social, economic, and political determinants of a health issue. Apply basic statistical methods to analyze data. Demonstrate knowledge of basic epidemiological designs. Identify the basic elements of a healthy environment. List the behavioral factors influencing health status of populations. Demonstrate knowledge of managerial functioning. Analyze health care systems and policies. Design and conduct a research project. Identify implications of research and intervention for public health policy. Communicate health information to diverse audiences. Apply ethical principles in public health practice. Adopt a multidisciplinary approach in assessing, researching, and responding to public health issues and needs. Apply relevant theory learned in course work to real-life situations. Critically assess the interplay of theory and practice in public health. b. A matrix that identifies the learning experiences by which the core public health competencies are met. If this is common across the program, a single matrix will suffice. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. The core public health competencies have been mapped to core courses. Table 2.6.b links core competencies to core courses. 93

2 Table 2.6.b Core competencies mapped to core courses Competency Course* ENHL HMPD PBHL 315 Explain the importance of epidemiology for informing scientific, ethical, economic and political discussions of health issues. Describe a public health problem in terms of magnitude, person, time and place. Apply the basic terminology and definitions of epidemiology. Identify and evaluate key sources of data for epidemiologic purposes. Compare and contrast basic epidemiological study designs. Calculate basic epidemiology measures. Evaluate the strengths and limitations of epidemiologic reports. Draw appropriate inferences from epidemiologic data. Identify the principles and limitations of public health screening programs. Describe the basic steps of an outbreak investigation. Identify and discuss ethical principles for the collection, maintenance, use and dissemination of data and information. Define basic public health terms (including symptoms where relevant) Describe the general categories of biological2 agents associated with infectious and communicable disease. Explain the role of biological agents in health and disease. Identify risk factors for non-communicable diseases and implications for disease control and prevention. Distinguish a population perspective from an individual perspective. Describe the legal and ethical principles of public health. Challenge the assumptions used in defining, addressing, and evaluating health issues. Identify critical stakeholders for public health intervention. Specify multiple targets and levels of intervention for social and behavioral science programs and/or policies. Explain a social justice perspective to public health. Describe the role of social and community factors in both the onset and solution of public health problems. Identify the pathways through which social factors affect the health of individuals and populations. 94

3 Competency Course* ENHL HMPD PBHL 315 Describe the interaction of the physical and social environment and living conditions. Identify the behavioral determinants for health behavior change. Apply basic theories, concepts and models from a range of behavioral disciplines that are used in public health research and practice. Analyze influences of current development approaches on health. Describe the merits and limitations of health behavior change interventions. Describe steps for the planning, implementation and evaluation of public health programs, policies and interventions. Describe the roles biostatistics serves in the discipline of public health. Distinguish among the different measurement scales and the implications for selection of statistical methods to be used based on these distinctions. Apply descriptive techniques commonly used to summarize public health data. Describe basic concepts of probability, random variation and commonly used statistical probability distributions. Apply common statistical methods for inference. Describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met. Apply descriptive and inferential methodologies according to the type of study design for answering a particular research question. Interpret results of statistical analyses found in public health studies. Apply ethical principles to data management and analysis. Apply statistical software for describing and analyzing public health data. Specify approaches for assessing, preventing and controlling environmental hazards that pose risk for human health and safety. Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents. Specify current environmental risk assessment methods. Describe local and global regulatory programs, guidelines and authorities that control environmental health issues in Lebanon and the region. Describe the interaction of constituents of the physical and social environment. Identify major occupational risks in the workplace. 95

4 Competency Course* ENHL HMPD PBHL 315 Appraise control measures for occupational hazards in the workplace. Identify the connection between environmental protection and sustainable development. Identify ways that public health interventions and practitioners can engage in environmentally sound practice. Analyze the interplay between environmental health and other public health disciplines. Appraise ethical considerations in environmental and public health. Explain effects of globalization on health and the environment. Identify the main components and issues of the organization, financing and delivery of health services and public health systems with emphasis on Lebanon and the region. Make use of quality and performance improvement concepts to address organizational performance issues. Demonstrate leadership skills for building partnerships and to use team building skills to enhance work team performance. Describe principles of strategic planning in public health. Use systems thinking for resolving organizational problems. Discuss the policy making process for improving the health status of populations. Describe the legal and ethical bases affecting the delivery of health services. Identify data needs and limitations of health care systems Describe the health policy making process with special focus on weak states. Introduce the principles of budgeting and financial statements Distinguish different research approaches. Formulate a research question. Apply the appropriate research approach to a particular research question pertaining to public health. Discuss components and steps of a research proposal. Demonstrate competence in identifying, obtaining, and critically reviewing literature from a variety of sources. Choose the appropriate research methodology for a research question of interest. Develop a research proposal. 96

5 Competency Course* ENHL HMPD PBHL 315 Identify ways to improve health care provider-client communication. Demonstrate inter-personal communication skills (problem solving, listening, conflict resolution and decision making) in diverse cultural context or settings. Facilitate group processes. Produce and deliver effective oral (including non-verbal) and written materials to an audience of their choice. Develop materials for dissemination of a health message. Specify steps needed to develop and disseminate a health message to varied audiences (professionals, the media, policy makers, and the public). Apply ethical principles to the presentation and communication of public health messages. Demonstrate ability to think critically. *Courses: : Principles of Epidemiology (3 credits) : Social and Behavioral Foundations of Public Health (3 credits) : Basic Biostatistics (3 credits) ENHL: Introduction to Environmental Health (2 credits) HMPD : Health Care Systems (3 credits) PBHL : Research Design (2 credits) 315: Communication Skills for Health Professionals (2 credits). 97

6 c. Identification of a set of competencies for each specialty area identified in the instructional matrix, including professional and academic degree curricula. Each MPH concentration program has a defined set of competencies grouped under learning outcomes. These learning outcomes are listed below. See Appendix 2.6.c.for the list of competencies by learning outcome for each concentration program. Learning outcomes for Concentration in Epidemiology and Biostatistics By the end of the MPH program, students in the Epidemiology and Biostatistics concentration program should be able to: 1. Understand the epidemiology of selected communicable and non-communicable diseases. 2. Evaluate epidemiological studies. 3. Conduct epidemiological research. 4. Manage and analyze epidemiological data. 5. Synthesize, discuss and communicate epidemiologic findings. 6. Apply ethical principles in all stages of epidemiological research and professional practice. Learning outcomes for Concentration in Health Promotion and Community Health (formerly Health Behavior and Education) By the end of the MPH program, students in the Health Promotion and Community Health concentration program should be able to: 1. Demonstrate knowledge of key health promotion principles. 2. Conduct appropriate needs assessment. 3. Plan appropriate health promotion interventions. 4. Implement strategies that mobilize communities to undertake health promotion initiatives. 5. Implement and evaluate health promotion research and programs. 6. Communicate effectively with diverse stakeholders. 7. Contribute to knowledge transfer and policy development. 8. Apply ethical principles in health promotion research and professional practice. Learning outcomes for Concentration in Health Management and Policy - Health Care Management track (formerly Hospital Management track) By the end of the MPH program, students in the Health Care Management track (within the HMP concentration) should be able to: 1. Utilize health information systems to support decisions enhancing organizational performance. 2. Demonstrate ability to interpret and analyze financial information. 3. Carry out economic assessment of health care programs and system performance, using appropriate economic frameworks and methods. 4. Apply performance improvement concepts and tools to measure and enhance performance in health care organizations. 5. Demonstrate ability to integrate and synthesize health information to plan, implement and evaluate interventions and programs. 6. Analyze the health policy cycle and its applicability to the local and regional context. 7. Demonstrate ability to transfer knowledge and communicate evidence to policy makers. 8. Apply ethical principles in health management and policy research and professional practice. In addition, each Masters of Science Degree has identified learning outcomes for its program. MS Epidemiology 1. Demonstrate a knowledge base in the disciplines of health management and policy, social and behavioral sciences, and environmental health. 98

7 2. Describe the epidemiology of common communicable and non-communicable diseases of public health significance with particular relevance to the region. 3. Apply appropriate study designs and develop protocols for observational and experimental epidemiological studies. 4. Identify and conduct the appropriate data analysis methods using a computerized software program. 5. Perform advanced statistical analysis on data from different epidemiological studies. 6. Demonstrate the ability to critically assess the results of one s own or of others epidemiological studies. 7. Apply ethical principles in all stages of epidemiological research. MS - Population Health 1. Demonstrate a knowledge base in the disciplines of health management and policy, social and behavioral sciences and environmental health. 2. Identify health consequences of population change, especially in developing countries. 3. Identify population trends and reproductive health status in the Middle East region and how they are measured. 4. Formulate research questions and use appropriate data and methods to address them. 5. Apply statistical methods to analyze population-based data. 6. Critically assess theories and concepts related to population and reproductive health. 7. Synthesize research findings in population and reproductive health and apply to health and health care. 8. Apply ethical principles to population and reproductive health research and programs. MS- Environmental Health 1. Apply the ecosystem approach to the association between the environment and human health. 2. Recognize the impact of national and international policies, standards, and regulations on environmental health. 3. Conduct research and to address current environmental issues of public health concerns. d. A description of the manner in which competencies are developed, used and made available to students. The GPHP offers both professional and academic degrees: the MPH is a professional degree offering three concentrations; the MS program offers three separate academic degrees (see Table 2.1.a.) As mentioned earlier, MPH students are required to take core courses, concentration courses, and engage in public health practice experience. The process for developing competencies for the core and concentration programs is described below. Competency Development for MPH Core Curricula The current competencies for the core curriculum were developed in the Spring Semester of AY , in response to a perceived gap identified by the site visit team. The process involved discussions within and between FHS Departments, the MPH Curriculum Task Force and FHS Standing Committees, as follows: 99

8 a) Departments contributing to the five main areas of public health (Environmental Health, Epidemiology and Population Health, Health Behavior and Education 1 and Health Management and Policy) reviewed the ASPH document Masters degree in public health, core competency development project - version 2 adapting the ASPH competencies to their respective disciplines. b) Each department proposed a list of core competencies which was reviewed by the MPH CTF. c) In May 2007, Professor Phoebe Barton, University of Colorado Health Science Center (UCHSC), was invited to FHS to advise on addressing CEPH accreditation requirements. Her comments on the list of competencies were also incorporated. d) Students, alumni and potential employers (practicum preceptors) were solicited for feedback on core competencies and core courses. Comments were incorporated prior to presentation for approval by the two Standing Committees and FHS faculty at large. e) The compiled list of core competencies agreed upon in the process described above and a set of core courses intended to meet these competencies were presented for review by the relevant FHS Standing Committees, namely the Graduate Studies Committee (GSC) and the Academic and Curriculum Committee (ACC). Following further revisions, the final document was approved by the GSC and the ACC in their joint meeting of January 29, 2008, and by the faculty at large in a meeting on February 13, f) This final list of core competencies was then mapped against the ASPH recommended list of competencies and against the CEPH requirements. The process described above resulted in a final list of core competencies distributed among 7 core courses amounting to 19 credits. The revised program with the new set of core courses and related competencies became effective for the entering MPH class of AY Competency development for MPH concentration curricula: In AY , the MPH program finalized and reviewed all its concentration competencies. The process of reviewing and revising competencies, learning outcomes, and courses was conducted by departments that offer the concentration with regular feedback from the MPH Curriculum Task Force (MPH CTF), the Academic and Curriculum Committee of FHS (a standing committee), and relevant stakeholders as follows: a) Departments concerned initiated the review of concentration competencies: the Department of Epidemiology and Population Health () for the concentration in Epidemiology and Biostatistics; the Department of Health Behavior and Education for the concentration in Health Behavior and Education (HBED) (now changed to Health Promotion and Community Health) and the Department of Health Management and Policy (HMPD) for the track in Hospital Management (now changed to Health Care Management) b) Each department began to reconsider the competencies necessary for their respective graduates, benchmarking against international standards. c) Department members developed their revised concentration competencies in successive meetings throughout the Fall Semester of , checking against the existing 1 Now known as Health Promotion and Community Health Department 100

9 concentration competencies and course objectives to ensure that locally-specific competencies were also included. d) Comments on the AUB Instructor Course Evaluation for each current concentration course and comments on the FHS Exit Interviews were reviewed for the two academic years preceding the review ( and ) to account for student feedback. e) Each proposed list of concentration competencies was then reviewed by the MPH CTF. Comments were discussed with the departments and incorporated as necessary. f) This draft and the process followed were presented for review by the FHS Academic and Curriculum Committee (ACC) for further comment. g) Learning outcomes for each concentration were then developed based on these competencies. h) Feedback on concentration competencies and learning outcomes from students, alumni and employers was solicited in separate meetings, and comments incorporated. Minutes of meetings and draft documents are available upon request. The process described above resulted in a final list of revised concentration learning outcomes (LO), competencies and courses. See Appendix 2.6.c for the revised LOs, competencies mapped to LOs, and courses mapped to competencies. The competency review process led to a recommendation from the HMPD to change the name of its concentration track from Hospital Management to Health Care Management; and from the HBED to change the name of its concentration from Health Behavior and Education to Health Promotion and Community Health. Both these recommendations were approved by the Faculty Academic and Curriculum Committee, FHS faculty at large, and the AUB Senate. The changes became effective for the entering MPH class of Learning Outcomes development for MS programs: The MS Epidemiology and Population Health LOs (revised in 2007) were again revised in 2011 by MS coordinators and department chairs. LOs were mapped against courses, some changes were introduced and the revised learning objectives were then discussed in a meeting with MS graduate students and enrolled MS students. After thorough discussion several modifications were incorporated into the objectives and the matrix linking each objective to the courses (Appendix 2.6.d.i and Appendix 2.6.d.ii). The modified LOs were then circulated among the EPH faculty members for further comments. The MS EH LOs revised in June 2007 still stand (see Appendix 2.6.d.iii). Use of competencies: Competencies and associated LOs are used in a variety of ways. In program development, competencies are used to guide development of syllabi for courses. Instructors of courses are informed of the competencies that must be transmitted in each course (required core and concentration). The level of the competency also guides decisions regarding instructional techniques and methods of assessment. 101

10 In monitoring and evaluation: Competencies and associated LOs are used to monitor and evaluate our MPH program (data is provided in criterion 2.7). In each core course annually, students are asked their opinion about achievement of the competencies (met fully, met partially, and not met). This process was implemented for concentration courses for the first time in Academic Year (with the implementation of the revised concentration courses). Students are also asked about achievement of the core learning outcomes in the exit interview for both the MPH and MS programs. In AY , we initiated new monitoring and evaluation techniques. Rubrics were developed for 10 of the MPH core LOs (see Appendix 2.6.d.iv). As a pilot, students assessed their competencies (excellent, good, fair, poor, or not familiar with the LOs) at the start of the MPH program and at the end of that first term (after they had completed most of the core courses). In addition, objective assessment measures have been identified for all 14 LOs of the core program (see Appendix 2.6.d.v) and for the LOs in the concentration programs (see Appendix 2.6.d.vi). Some data has been collected but the data for all core and concentration LOs will be collected in AY All the feedback above serves as the basis for instruction indicators and is reviewed by the MPH CTF and departments. In fact, departments received all outcome assessment data collected to date on their concentration areas in October Departmental meetings have already been held in and HMP. The EPH department and the MPH CTF will hold meetings in November to review data. Adjustments are made as necessary. Practicum competencies are shared with both students and potential practicum sites preceptors and used to select sites as well as specific projects within sites that meet required outcomes. They are also used to justify exemption requests. Competencies and associated LOs serve to inform applicants of what to expect when they join our program, and employers of what to expect when they employ one of our graduates. Competencies may be used by other schools and programs of public health regionally and internationally to assess whether courses taken by their students at our institution could transfer as requirements to theirs. Dissemination of competencies to students Competencies are available to students before they enter the program: prospective students may familiarize themselves with the various degree programs competencies via the links below: Since AY , LOs for each graduate program are shared formally with students during student orientation and concentration competencies are shared with new students in annual departmental gatherings. 102

11 e. A description of the manner in which the program periodically assesses the changing needs of public health practice and uses this information to establish the competencies for its educational programs Assessment of changing needs: The changing needs of public health practice in Lebanon and the region (the target area within our mission) are assessed through (i) contact with our various stakeholders (public health professionals/ employers/alumni), (ii) GPHP involvement in networks; (iii) public health practice opportunities; and (iv) careful environmental scanning for documents developed by international NGOs or governmental agencies that lay out (present/suggest) strategic directions in public health issues and approaches in the region. Contact with Stakeholders: Contact with stakeholders is achieved in a variety of ways. Most recently, we have been involving our alumni and potential employers (practicum sites) in the review of core and concentration competencies described above.. Faculty members travel across the region to provide workforce development training or attend conferences creating key opportunities to discuss the changing needs of public health practice with stakeholders. Such discussions were key in supporting the development of a proposal for an Executive Master of Health Care Leadership Program. Our research which involves these stakeholders also provides opportunities to assess changing needs. An Institutional Evaluation Committee (IEC) was established in AY Part of its mission is to reflect on the goals and objectives of the GPHP IEC members include community professionals who bring public health practice, expertise and knowledge to the table. For example, the IEC recently suggested that the GPHP hold a meeting with stakeholders to discuss key competency areas for our instructional program that may be region specific. Alumni as a key target group: FHS has strong ties to its alumni. FHS invites members of the alumni executive committee in Lebanon to its retreats and thus draws from their experience in the field when deliberating strategic directions for FHS and the GPHP. The HMPD recently embarked on an extensive drive to engage its alumni with the objective of initiating a forum in which health management and policy-related ideas, contact and job opportunities may be exchanged among members. The HMPD is also capitalizing on this exchange of ideas to supplement its vision of changing needs in health care systems and integrate new competencies and areas of focus in its courses. Networks: FHS hosts a number of regional public health networks, including the Reproductive Health Working Group (RHWG) and the Choices and Challenges in Changing Childbirth Network (CCCC) (for more information see the following links: FHS was selected by the Regional Committee of the WHO s Eastern Mediterranean Regional Office to host the Secretariat of the EMRAIN (the Eastern Mediterranean Region Academic Institutions Network for Public Health) in AY , a selection endorsed by health ministers of the 22 member states. This network aims to bring schools and programs of public health in the region together to: foster the exchange of experience and expertise among academic institutions towards the dual goals of strengthening these institutions and elevating the status of public health; and to create a forum for dialogue among academic institutions and policymakers on how to improve the translation of knowledge into policy and practice. The FHS-based secretariat is charged with 103

12 founding the network and promoting it as an important player in health systems and public health in the region. Over the last three years, FHS has been engaged in a large project to develop the first book on Public Health in the Arab World, to be published under that name by Cambridge University Press early With contributions from 81 authors from the region and the world (including 16 from FHS),this project represents the most ambitious scholarly collaboration on public health in the Arab World. Two faculty members from the GPHP, including the Dean, are co-editors of the 38-chapter book. An elective course based on the experience of editing this book and called Public Health in the Arab World (see section 1.6.k) is being offered in AY All of the above networks include both researchers and practitioners from the region who bring their knowledge of the ground to the table. Environmental Scanning: The changing needs of international public health practice are assessed through keen attention to recently published reports on education in public health or the health professions such as the 2009 revised edition of the Council on Linkages Core Competencies for Public Health Professionals. Our faculty has also been involved in the development of international documents. Most recently in the report published in the Lancet by the Commission on Education of Health Professionals for the 21 st Century in which former Dean and current Professor Huda Zurayk participated. FHS collaborated with the Faculty of Medicine and its School of Nursing at AUB to coordinate the launch of this report in Lebanon. The report was discussed by public health, medicine, and nursing academics and community stakeholders at the launch and ideas on how to incorporate key recommendations into the curriculum explored. For example, we are considering opening an elective course in AY to GPHP, FM, and graduate nursing students to respond to the recommendations of the report on trans-disciplinary education. Reflecting changing needs in the Program: Identified changes in public health needs are addressed in the Program in different ways: - The MPH Curriculum Committee reviews the Program and course competencies and recommends relevant changes. New courses, mostly tutorials and special studies, are recommended. - Special seminars and workshops are organized to address current events and public health needs. Some of these are organized jointly with students. - Faculty are encouraged at general meetings to incorporate changes in their courses. f. Assessment of the extent to which this criterion is met This criterion is met. Strengths The MPH degree has identified core competencies which all MPH students, regardless of concentration, must achieve. Each concentration has identified concentration competencies, as well as practicum competencies for students in that concentration. We effectively monitor and evaluate the MPH core and concentration program through various assessment mechanisms. Competencies are available to students and prospective students. Weaknesses None identified 104