MPH Practicum Experience. Student Guidebook

Transcription

1 MPH Practicum Experience Student Guidebook Version

2 Table of Contents Introduction... 3 What is an MPH Practicum... 4 Prerequisites of the Practicum... 5 Overview of the Practicum Experience... 6 Grading Criteria Practicum Relationship to the MPH Project Practicum Placements Professional Behavior University Policy Statements Student Mistreatment Policy Sexual Harassment Statute Policy University Policy on Equal Opportunity Student Disability Policy Student Practicum Checklist Practicum Director Contact Information Appendices Practicum Development Form Writing Learning Objectives Learning Contract Preceptor Evaluation of Student Student Evaluation of Practicum Top Tips for Powerpoint Presentations

3 1. Introduction As a requirement established by the Council on Education for Public Health (CEPH), All professional degree students must develop skills in basic public health concepts and demonstrate the application of these concepts through a practice experience that is relevant to the students areas of specialization. (CEPH, School of Public Health Accreditation Criteria, Amended June 2005). In concordance with these requirements, all MPH students in the Wayne State University School of Medicine Department of Family Medicine and Public Health Sciences Masters of Public Health Program (WSUMPH) are required to satisfactorily complete a practicum (FPH 7440) before graduation. Since practical knowledge and skills are essential to a successful career in public health, a planned, supervised, and evaluated practicum is an essential component of a public health professional degree program. The goal of the practicum is to provide an opportunity for you to synthesize, integrate, and apply practical skills, knowledge, and training learned through courses, to gain professional experience in a public health work environment, and to work on public health practice projects that are of particular interest to you. The practicum utilizes a service-learning model. We believe that this model allows for maximal learning about yourself, your community, and the public health profession. Service-learning combines service objectives with learning objectives with the intent that the activities change both the recipient and the provider of the service. This is accomplished by combining service tasks with structured opportunities that link each task to self-reflection, selfdiscovery, and the comprehension and acquisition of values, skills, and knowledge content. Features of service-learning include: Curricular connections- Integrating learning into a service project is key to successful service-learning. Academic ties should be clear and build upon existing disciplinary skills. Student voice - Beyond being actively engaged in the project itself, students have the opportunity to select, design, implement, and evaluate their service activity, encouraging relevancy and sustained interest. Reflection - Structured opportunities are created to think, talk, and write about the service experience. The balance of reflection and action allows students to be constantly aware of the impact of their work. Community partnerships - Partnerships with community agencies are used to identify genuine needs, provide mentorship, and contribute assets towards completing a project. In a successful partnership, both sides will give to and benefit from the project. Authentic community needs Local community members or service recipients are involved in determining the significance and depth of the service activities involved. 3

4 Assessment - Well structured assessment instruments that facilitate constructive feedback through reflection provide valuable information regarding the positive 'reciprocal learning' experience. This form of assessment also allows for measuring sustainability and replication. The school s location in the heart of Metro Detroit allows for a variety of unique experiences within a multitude of practicum sites. To help facilitate this experience, WSUMPH has created this guidebook to give you an overall picture of the practicum and expectations. 2. What is an MPH Practicum? All MPH students in the WSU program are required to satisfactorily complete a 135-hour practical experience, called a practicum, as part of their matriculation. This is equivalent to 3-course credit hours. The practicum experience may include work in administrative, research, clinical settings or participation in ongoing projects. Practica are individually selected and tailored to meet student needs. The practicum is a three-way partnership among WSUMPH students, Wayne State University School Medicine as represented by the Practicum Director, and sponsoring agencies/organizations as represented by the Site Preceptor. Each party in this mutually beneficial relationship assumes certain responsibilities, performs specific functions, and accrues benefits. The practicum is guided by a set of goals and objectives, which are based on the needs and resources of all parties involved. The roles and responsibilities of each person are outlined in this guidebook. As the student, you contribute to a community's resources and to the solution of public health problems while developing practical skills and personal confidence as a public health professional. If you are new to the field of public health, the practicum serves as an important first step in a public health career, providing an introduction to the practical skills and experience necessary for a productive and fulfilling career. If you have had prior work experience, you will find that the practicum provides the opportunity to hone your skills or to gain new experience in a different area of specialization. General Objectives of the Practicum The practicum as a requirement of the MPH degree provides special opportunities for learning which are supportive of and supplementary to the more academic aspects of the program. The practicum may offer such general advantages as: helping the student to conceptually integrate classroom and real-world experiences, helping establish career goals by providing a transition from theory to practice, offering apprenticeship training often not available on the job, offering exposure to a variety of health care organizations, and helping students gain confidence, competence and satisfaction in completing individual projects, while gaining insight into personal skills and attributes. 4

5 3. Prerequisites A. Your practicum is designed to be completed in a concentrated fashion in one semester. It is not recommended that the practicum be carried out over multiple semesters. If there are special circumstances, approval from the MPH administration is required B. You may not enroll for the practicum through online registration. Prior approval from the Practicum Director and MPH Program administrative offices is required. C. In order to enroll in the Practicum you must have successfully completed the following courses: FPH 7240 Epidemiology I (3 credits) FPH 7015 Biostatistics I (4 credits) FPH 7100 Health Care Organization & Administration (3 credits) FPH 7320 Social Basis of Health Care (3 credits) FPH 7420 Principles of Environmental Health (3 credits) You may be required to complete additional courses before enrolling in the practicum depending on your academic program. Please consult with your academic advisor if you have any questions or concerns. D. Completion of Health Forms. All students must complete health and immunization requirements. The policies and forms can be obtained from the MPH administration office, your academic advisor or the Practicum Director. They must be on-file prior to beginning the practicum experience. E. Students must complete the Basic Human Research, Good Clinical Conduct, Privacy Information (HIPS) and Responsible Conduct modules and any other specific modules as required from the Collaborative Institutional Training Initiative (CITI) online program accessed from In addition, the School of Medicine HIPAA training must also be completed ( On completion of these modules, complete documentation needs to be forwarded to the MPH office for inclusion in a student s confidential file. F. Pre-Practicum Meeting You will be required to participate in the Pre-Practicum Meeting prior to engaging in the practicum. The Practicum Director will review all requirements for the practicum including all general policies and procedures. This meeting will be 1.0 hour in length. 5

6 5. An Overview of the Practicum Experience The following is a general overview of the process involved in completing the practicum. A checklist is provided to assist you in navigating completion of the requirements. (See page 16) There are nine steps that will encompass the process: Step 1. Thinking about the Practicum Step 2. Preparing for the Practicum Step 3. Developing of the Practicum Plan and Learning Objectives Step 4. Obtaining Approval of the Practicum Plan Step 5. Taking Action to Complete the Practicum Step 6. Practicum Journal Step 7. Final Written Practicum Report Step 8. Oral Presentation at Practicum Showcase Step 9. Evaluating the Practicum Experience Step 1. Thinking about the Practicum Early on in the MPH program, you should begin thinking of what you would like for a practicum learning experience. Consider your public health education as well as your real world education. You can discuss some of your ideas with your academic advisor. During this step of the process it is less important to think about an actual practicum site but rather to focus on your professional goals. Step 2. Preparing for the Practicum (Practicum Training and CITI Certification) We recommend that you attend the required Pre-Practicum Training session, a semester or two prior to beginning your practicum. The Practicum Director will guide you through this training and the practicum itself. She will review practicum requirements and discuss potential sites and types of practicum experiences. At this session you will complete a Practicum Development Form to assist in selecting the most suitable learning experience for you. (See page 19) You are expected to take a proactive role and demonstrate initiative in selecting a practicum site and Site Preceptor for the practicum. The Practicum Director will assist and guide you to references and established sites that reflect the programmatic focus and objectives of your MPH specialty. This can be a time consuming endeavor. You should plan to begin this process no later than the semester before you intend to complete the practicum experience. It is necessary to complete your CITI Online Courses prior to beginning your practicum: Collaborative Institutional Training Initiative (CITI) online program accessed from 6

7 Also during this phase you will select a practicum site. Eligible practice settings: are commensurate with your program; have well defined activities that will enable you to apply your public health knowledge and skills; offer the opportunity to engage with experienced Site Preceptors; and offer a work environment conducive to the fulfillment of the WSUMPH educational mission. The Detroit area affords a plethora of practicum sites. Available sites include local community based organizations, local and state health departments, federal agencies, and international/global agencies and consortiums. The topic areas are as diverse as the settings health care policy, women, children and families, HIV/AIDS, nutrition, national surveys on health and well-being, cancer epidemiology, immigrant health, rural and urban health, environmental issues, and health disparities. The following is a partial list of past practicum placements for our students: Karmanos Cancer Center Community Health Awareness Group Wayne County Department of Public Health Detroit Institute for Population Health Institute for Gerontology If you wish to have your practicum experience outside of the Metro Detroit area, e.g., in another state, you will need to provide information as to the nature of the practicum experience, name of the institutional setting and other certifying documents of the site preceptor. For further information, please see the Practicum Director. The WSUMPH Administration will make final determination of the suitability of out-of-area practicum experiences. The choice of a Site Preceptor will complete this phase of the practicum process. Skilled public health practitioners who are willing to serve as preceptors represent a critical component of the practicum experience. Site Preceptors will engage you in their work, have substantial experience in public health (or related discipline), have the ability to actively engage with you and spend quality time with you, and provide constructive feedback and guidance. Step 3. Developing of the Practicum Plan and Learning Objectives During this stage of the practicum process, you will work with the Practicum Director and Site Preceptor to develop a plan and learning objectives for you practicum experience. The Learning Contract will identify: Project title Name of the organization where the Practicum will be carried out Name and title of person under whose direction the Practicum will be carried out (Preceptor) Stated purpose or goal(s) of the Practicum, consistent with student s academic concentration Description of planned objectives and activities to meet the goal(s) Discussion of potential for meeting each of the Public Health Competencies* through this Practicum 7

8 Indication of whether project will require Human Subject s Office/Institutional Review Board approval Timeframe in which Practicum will be carried out *See document from Council on Linkages Between Academia and Public Health Practice at: Learning objectives are measurable tasks that state what you will engage in during the practicum or will be able to do once you have completed the practicum. These objectives will be evaluated by your Site Preceptor at the completion of the practicum. A Learning Objective Development Sheet is available with the Practicum syllabus to aid in your writing of Learning Objectives. (See page 20) Learning objectives must: Be linked to your program-specific practicum competencies (see syllabus) Build your professional skills Be prepared in conjunction with your Site Preceptor and approved by your Practicum Director. Step 4. Obtaining Approval of the Learning Contract You will submit your Learning Contract to the departmental Practicum Director for review and approval before beginning work at your practicum site. The Learning Contract review process can take several weeks and you should plan accordingly. Step 5. Taking Action to Complete the Practicum In this stage of the practicum process, you will work under the guidance of your Site Preceptor to carry out the practicum in accordance with the expectations set forth in your Learning Contract. The practicum will entail a minimum of 135 hours. If any changes are made to the learning contract, it is important to contact the Practicum Director. Step 6. Practicum Journal During your Practicum, you will keep a professional journal documenting your experiences at your Practicum Site. The suggested length of each of the 10 requisite entries should be between 200 and 500 words. Other information can be obtained from the FPH 7440 Practicum Syllabus. Your journal might address (but is not limited to): Focus What did you focus on that day/task? What were your objectives for the day/task? What were the main things you learned? Preparation What did you do to get ready for the day/task/activity/event? How important was this preparation? Why did you choose to prepare this way as opposed to some other? What other preparation might you have done? Activities 8

9 What were the activities/tasks involved? What types of health theories/models, research methods, or instructional strategies did you employ? What interactions did you have and with whom? How did you collaborate with your Site Supervisor or other colleagues? What other resources (knowledge, materials, persons) would have been useful? What was most successful? Why? What was not successful? Why? How will/would you change that for the future? Impact What occurred during the activity/event/program/etc.? Whom did the activity/event/program/etc. benefit? Was the target audience reached? How do you know? Did you follow your plans closely? If not, what did you do differently and why? Did you experience any glitches? Did you experience any powerful moments? Refinement / Self-Assessment Were your objectives/activities worthwhile? Why or why not? Were your objectives/activities consistent with public health standards? How well did you carry out your objectives/activities? Based on your reflections, describe what you would do differently and why. What other resources (knowledge, materials, persons) would be useful? Artifacts Collect samples of your preparations, activities, events, photos, etc., and place them in your journal. Then, comment on them. Step. 7. Final Written Practicum Report Based on your overall practicum experiences at your Practicum Site (and using the professional journal you are keeping, your self-evaluation, and/or your list of key logistical issues), write a Final Practicum Report. Please keep in mind that this report will be shared with your Site Preceptor/Supervisor. It is important to let them and the site know just what you learned from this experience and your suggestions for future students who may select this same site. This report should be professionally written and formatted, with appropriate citations (as necessary). It is suggested that this report be about 4-5 pages in length (no more than 15) typed, doublespaced pages in 12-point font with one-inch margins. Your report should include (but is not limited to): Abstract: Summary of key points of the practicum. Introduction: Background of practicum assignment including the significance of the public health issue being addressed. Include a description of the organization in which the practicum is being carried out, its purpose or mission statement, and its funding sources. Discussion: Describe your role in the practicum plan, including activities and outcomes. Assess whether the practicum goals and objectives were successful in addressing the problem. Include barriers that were identified. Conclusions and Recommendations: Anticipated or suggested further action on practicum assignments and activities resulting from project work and outcomes 9

10 Personal Assessment: Describe how this practicum has contributed to your understanding of public health practice. Identify if and how each of the Public Health Competencies was applied during the MPH Practicum. References: Not required. Include only if you pertinent to your report. Suggested additional items to include: Overview of the Practicum Experience What were your main accomplishments? What obstacles did you encounter? How were you able to resolve obstacles? If obstacles could not be resolved, why? What were the most useful aspects, activities, etc., of your practicum experience? Why? What were the least useful aspects, activities, etc.? Why? Self-Evaluation What assumptions about this area of work did you have before you began the practicum? How have they changed because of the practicum experience? What competencies and skills did you acquire/refine during the practicum? How will this practicum experience help shape your personal career goals? What does the Site Supervisor need to know (e.g., on a specific project or overall) in order to help the next practicum student begin where you have left off? Step 8. Oral Presentation at Practicum Showcase A scheduled half-day Practicum Showcase will be held twice/year: at the end of the fall and winter semesters. You are required to showcase your practicum in a 15-minute presentation to the MPH faculty and students. Ten minutes will be allotted for your presentation with 5 minutes for questions and comments from the audience. It is suggested but not required that you present using a PowerPoint presentation. (See page 28)Using your final report as your outline, you can incorporate photographs, artifacts, handouts, or any other materials that you believe will assist in conveying your practicum experience. Detailed instructions on development of presentation, etc. will be included in your syllabus. Step 9. Evaluating the Practicum Experience You will be asked to evaluate the site, the Site Preceptor, Practicum Director and the practicum experience as a whole. The Site Preceptor will also complete an evaluation on your performance. Standardized forms will be used to conduct these formal evaluations and are available in the student syllabus. (See pages 22 and 26) The outcome evaluation of the practicum experience will be judged as satisfactory or unsatisfactory by the Practicum Director based on completion of course requirements including the final written report, oral presentation and Site Preceptor Evaluation. 10

11 6. Grading Criteria The Practicum course will be graded as satisfactory or unsatisfactory by the Practicum Director based on feedback from the Practicum Site Preceptor. Factors considered are the quality of the written report, the oral presentation, requisite number of journal entries, completion of all evaluations, and assessment of professional behavior. 7. Practicum Relationship to the MPH Project The practicum and project are two distinct MPH curriculum requirements. However, the two experiences can be linked. The practicum is a field placement that may take on a practice or research orientation. A practice-based practicum can be developed into a central theme that can be further explored within the project. Likewise, a research-based practicum can yield an intensive research investigation that is distinct from the practice-based practicum experience. The Academic Advisor, in consultation with the MPH program administration, will make the final decision with respect to the distinction between the two experiences. 8. Practicum Placements Students may, with approval from their academic advisor and practicum director, conduct their practicum where they work, but they may not do a practicum that is part of their usual job within their specific work setting or under the direction of their current supervisor. Students are strongly encouraged to find a practicum placement outside of their place of employment in order to be exposed to new experiences and opportunities for growth. In addition, students may find it difficult to separate their student role from their work role when the practicum takes place within the student s work setting. Because of the limited duration and nature of practicum placements, they are unpaid. The possibility of payment is not a consideration in the approval of the practicum. Any type of financial compensation is outside the purview of the WSUMPH program. Furthermore, it is your responsibility to cover any fees that may be associated with your site (e.g. required immunizations, personal protective equipment, travel, etc.). 9. Professional Behavior You are expected to function as a professional at all times and are responsible for the activities and work described in your Learning Contract. An important component of the practicum is practicing appropriate professional behavior in the workplace. You should demonstrate the standard of behavior expected of other employees in the organization, including compliance with the organization s policies and procedures. This component is evaluated by the Site Preceptor as discussed in the evaluations, and also indirectly by the Practicum Director. Examples of professional behavior include: Dressing professionally Being respectful to your supervisor and coworkers 11

12 Using professional language Being prepared for assignments and meeting project deadlines Arriving and departing at agreed upon hours Informing your Site Preceptor of anticipated absences or delays in arrival Maintaining confidentiality Exhibit team spirit with all supervisors, administrative and clerical staff, and others Establishing a professional reputation will be to your great advantage when you are on the job market. You are an ambassador, not only for yourself, but also for the program. Failure to work in a professional manner may result in removal from the practicum and the MPH Program. 10. University Policy Statements a. Practicum Site and Safety Precautions Wayne State University and the Masters in Public Health Program cannot guarantee the safety of practicum sites. While at your practicum site, you should take normal precautions to assure your own safety. Should you be asked to do something that you deem unsafe during a practicum experience, or if you believe that conditions at a practicum site are unsafe, you should immediately report any such safety concerns to your Site Preceptor and Practicum Director. b. Student Mistreatment Student Mistreatment Policy Wayne State University School of Medicine The school adheres to the professional standards of behavior established by the Association of American Medical College. These standards of behavior prohibit behavior by faculty, staff and students which results in perceived or real incidents of inappropriate behavior or mistreatment. Examples of mistreatment include sexual harassment; discrimination or harassment based on race, religion, ethnicity, gender, sexual orientation, physical handicap or age; humiliation, psychological or physical punishment and the use of grading and other forms of assessment in a punitive manner. When such perceived or real incidents occur, students are to report such incidents to the Office of Student Affairs. The University s Office of Equal Opportunity investigates and responds to all reported incidents. 12

13 Sexual Harassment Statute and Policy It is the policy of Wayne State University that no member of the University community may sexually harass another. Any employee or student will be subject to disciplinary action for violation of this policy. The law of the State of Michigan prohibits discrimination in employment and in education and provides that discrimination because of sex includes sexual harassment, which means unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct or communication of a sexual nature when: (a) Submission to such conduct or communication is made a term or condition either explicitly or implicitly to obtain employment, public accommodations or public services, education, or housing. (b) Submission to or rejection of such conduct or communication by an individual is used as a factor in decisions affecting such individual's employment, public accommodations or public services, education, or housing. (c) Such conduct or communication has the purpose or effect of substantially interfering with an individual's employment, public accommodations or public services, educational, or housing environment. (MCLA (h)) In the area of speech, what the law and this policy prohibit is speech as action: that is, sexual communication which is either directly coercive as demanding favors, or indirectly coercive, as rising to that level of offensiveness which interferes substantially with the victim's education or employment. The determination of what level of offensiveness is actually coercive, and therefore unlawful and prohibited by this policy, will in some cases be difficult. A significant element in the determination is provided by the fact that an unequal power relationship underlies sexual harassment. The more unequal the relationship, the greater the risk is of substantial interference with the victim's education or employment. In the area of physical contact, physical contact which is unwelcome is so gravely offensive that it always has the effect of substantially interfering with the victim's employment or educational environment. Employees and students should not take for granted that they are welcome to touch other employees or students, since if their contact is in fact unwelcome, they will be in violation of the law and of this policy. 13

14 c. University Policy on Equal Opportunity Wayne State University is committed to a policy of non-discrimination and equal opportunity in all of its operations, employment opportunities, educational programs and related activities. This policy embraces all persons regardless of race, color, sex, national origin, religion, age, sexual orientation, marital status or handicap, and expressly forbids sexual harassment and discrimination in hiring, terms of employment, tenure, promotion, placement and discharge of employees, admission, training and treatment of students, extra-curricular activities, the use of University services, facilities, and the awarding of contracts. This policy also forbids retaliation and/or any form of harassment against an individual as a result of filing a complaint of discrimination. It shall not preclude the University from implementing those affirmative action measures which are designed to achieve full equity for minorities and women. In furtherance of this policy, its goals and objectives, the University is also committed to a program of affirmative action under which it seeks to remedy the disproportionate under representations of minorities and women as a result of historical practices of discrimination, and to achieve full equity for those affected groups in all areas of University life and service and in those private clubs and accommodations which are used by University personnel. No off-campus activities sponsored by or on behalf of Wayne State University shall be held in private club facilities or accommodations which operate from an established policy barring membership or participation on the basis of race, color, sex, national origin, religion, age, sexual orientation, marital status or handicap. Affirmative action procedures, measures, and programs shall be used to establish, monitor and implement affirmative action plans with goals and time-tables for all budgetary units and the University as a whole. The Affirmative Action Plans and Programs of the University shall include the participation of minority and female-owned businesses, institutions and firms in the awarding of contracts for consulting, management, construction projects, maintenance, and vendor services. Implementation of the University s Non-Discrimination/Affirmative Action Policy shall include, but is not limited to, the following: a) Review by the President or his/her designee of all proposed academic and non-academic appointments for compliance with this statute; b) Review by the President or his/her designee of all proposed contractual commitments by the University with external construction contractors, vendors, consulting, and professional service firms and organizations, for compliance with this statute; c) Maintenance of University Affirmative Action Plans consistent with existing law and this statute; d) The posting of job openings as provided by Executive Order; e) Procedures for the investigation and timely resolution of complaints alleging sexual harassment or discrimination due to race, color, sex, national origin, religion, age, sexual orientation, marital status or handicap; f) Development of recruitment programs, designed to attract minority and female job applicants and students; g) Annual reports to the Board of Governors describing the status of minorities and women, areas of non-compliance or weak performance, and the University s progress in achieving established goals. Overall responsibility for implementation of the Non-Discrimination/Affirmative Action Policy, as declared herein, and University compliance with all applicable federal, state and local laws and regulations rests with the President. Day to day administrative responsibility shall be carried by 14

15 other executive officers as assigned by the President. Such officers shall provide periodic reports to the Board of Governors on the status of the University s Affirmative Action Program, and its record of compliance under this policy. d. Student Disability Policy If you have a documented disability that requires accommodations, you will need to register with Student Disability Services for coordination of your academic accommodations. The Student Disability Services (SDS) office is located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS telephone number is or (TTY: telecommunication device for the deaf; phone for hearing impaired students only). Once you have your accommodations in place, I will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability Services mission is to assist the university in creating an accessible community where students with disabilities have an equal opportunity to fully participate in their educational experience at Wayne State University. Please refer to the SDS website for further information about students with disabilities and the services we provide for faculty and students: 15

16 Student Practicum Checklist Read MPH Practicum Experience Student Guidebook Read the MPH academic program handbook Read the MPH practicum course FPH 7440/OEH 7440 syllabus Complete prerequisite courses Complete CITI courses online Complete health record forms and turn into MPH Administrative Offices Complete Practicum Development Form Send a copy of a recent CV/resume to Practicum Director Arrange appointment and meet with your Practicum Director Register for the practicum course (must be authorized by your Practicum Director) NOTE: This may be concurrent with preparation of the Learning Contract Select potential practicum site(s) and Site Preceptor(s) Take appropriate actions to finalize your site and Site Preceptor, upon advice of your Practicum Director Complete Learning Contract in conjunction with your Site Preceptor Obtain Practicum Director approval of Learning Contract including all necessary signatures Track your practicum duties and hours Complete a minimum of 10 journal entries Complete Final Student Evaluation of Preceptor and Practicum Complete Final Written Report Draft of Presentation to Practicum Director 1 week prior to Practicum Showcase Present your practicum experience at bi-annual Practicum Showcase Have fun! 16

17 Practicum Director Contact Information: Dana Rice, Dr.PH Office phone: Fax: Cell Phone: Woodward, Room 241 Detroit, MI MPH Program Contact: Elissa Firestone Office phone:

18 Appendices Practicum Development Form Writing Learning Objectives Learning Contract Student Evaluation of Preceptor/Practicum Site Preceptor Evaluation of Student Top Tips for Powerpoint Presentations 18

19 19

20 Writing Learning Objectives Wayne State University School of Medicine Department of Family Medicine & Public Health Sciences Masters of Public Health Program FPH7440: Public Health Practicum Well-written learning objectives are important. They need to clearly convey what comprises expected learning that will take place as a result of taking the course. These are not a list of topics, but rather a comprehensive list of demonstrable knowledge and skills. For the practicum, the learning objectives are closely tied to the learning competencies of the MPH Program. Here are some points to consider when formulating learning objectives: 1. Course learning objectives should describe the core knowledge and skill that the student should derive from the course. 2. Activities should be consistent with attaining learning objectives and tied with learning competencies. 3. Learning objectives should be written so as to follow the clause, At the end of the practicum, the student will be (should be) able to.. 4. Rather than use vague verbs such as know or understand, the learning objectives should be written using verbs that signify an observable behavior (e.g., the student will be able to define ). Below is a list of the appropriate kinds of behavioral verbs analyze apply categorize classify compare compute contrast critique define discuss demonstrate describe direct derive designate display distinguish estimate evaluate explain formulate generalize identify infer integrate interpret justify list name organize outline plan recognize report respond solicit state summarize translate use (appropriately) Examples: To develop content expertise by reviewing the literature on family planning programs for adolescents To (successfully) conduct focus groups of migrant farm workers To (learn how to) do a (successful) program evaluation To develop a health education curriculum for middle school boys in bullying-prevention To (successfully) analyze a data set using SPSS To plan a media campaign on obesity, using the most current thinking on health education media To learn how to make a professional quality health-related video To assist community boards to be more effective in their governance roles To practice community organizational skills To get involved in developing legislation The box below is a way to assist the student in their thinking about learning objectives and outcomes: 20

21 Individual Learning Objectives Activities/Methods Resources Short-term Outcomes Public Health Impact Student Through the To address my practicum, I learning objectives, expect to I will conduct the accomplish the following activities: following changes in competency, skill, knowledge or understanding: To accomplish the activities what does the student and the agency contribute to the experience? I expect that I expect that once these if completed, activities are these complete or activities will under way, lead to the they will following produce the public health following changes in changes: the future: Examples of poorly and properly written learning objectives Poorly written Know how to use t-tests and chi-square tests in data analysis Understand how to measure the association between a given risk factor and a disease Basic strategies for assessing environmental health hazards Know about Medicare and Medicaid Well-written Describe the assumptions underlying t-tests and chi-square tests and use these tests to statistically compare two samples Define and calculate measures of association between a given risk factor and a disease List, describe, and compare the advantages and disadvantages of the basic strategies for assessing environmental health hazards Compare and contrast Medicare and Medicaid with respect to political history, governmental roles, client eligibility, financing, benefits, and cost-sharing 21

22 Department of Family Medicine and Public Health Sciences Masters in Public Health Program FPH 7440: Public Health Practicum Learning Contract Instructions: Complete this Learning Contract in collaboration with the Preceptor and Practicum Director. Once the proposed project has been approved, all parties should affix their signatures to page two. Copies of the Learning Contract will be retained by student and Preceptor and the original is to be submitted to the Practicum Director for the student s records. Student Name: Telephone: Days Evenings address: Host Agency Agency s Address Preceptor s Name Title Phone # Fax # address Site Supervisor s Name (if applicable) Title Phone # Fax # address Practicum Coordinator/ Faculty Advisor Phone # Fax # address Practicum Proposed for: Semester/Year: O Fall O Winter O Spring O Summer Actual Start Date- Expected End Date Hours per week on site: Project description Write a brief proposal (1 page, single space) that includes: 1) the nature and scope of the proposed project; 2) the goals and objectives and related core competencies to be completed; 3) a monthly timeline for 22

23 proposed goals and activities; and 4) the final product(s) anticipated. Attach proposal to this agreement and submit to Practicum Director. Send a copy of the proposal to preceptor and field supervisor. Student responsibilities in completing the Practicum: 1. Maintain work schedule as agreed upon with the Preceptor and/or Field Supervisor. 2. Complete the specified tasks/projects according to the timeline agreed upon by all parties. If timeline needs to be adjusted, meet with Preceptor to revise plan and submit revision to Practicum Director. 3. Meet weekly with the Field Supervisor to discuss activities and project progress. 4. Meet with the Preceptor at agreed upon intervals (at least three meetings- planning; midpoint review; final evaluation) to discuss progress toward core Public Health Competencies. 5. Establish and maintain open communication with the Practicum Director and Preceptor and Field Supervisor (if applicable) during the practicum experience. Seek feedback, input and advice to ensure relevant learning experiences and to fulfill the Learning Contract. Preceptor/Field Supervisor responsibilities in providing the Practicum learning experience: 1. Orient the student to the agency/organization and identify a work space for the student if necessary. 2. Assist the student in gaining access to resources, information and data required for the projects planned. 3. Maintain contact with the MPH Practicum Director as needed. 4. Meet to review the student s progress towards meeting learning and work objectives at agreed upon intervals; provide a final evaluation of the student s performance; Conduct a final meeting with the student to review the final evaluation and the practicum experience. 5. Communicate problems in the practicum placement to Practicum Director and student in a timely fashion as appropriate. Student Signature Preceptor Signature Field Supervisor Signature WSU MPH Practicum Director/ Faculty Supervisor Signature Date Date Date Date 23

24 Masters in Public Health Program Student Evaluation of Practicum FPH 7440 This evaluation is designed to provide the Program with formal feedback from the student on their practicum experience. Please be open and honest in your replies since this information will help determine the appropriate use of the site in the future as well as provide input for changes in the field program. Your replies will not be shared with your preceptor, field supervisor, or other students without your permission. Attach additional sheets if the space provided is insufficient to answer the questions completely. Date: Student Name: Agency/organization: Preceptor: Field Supervisor (if applicable); Overall, how would you rate your internship experience? Excellent Good Fair Poor Please comment: I. Preceptor/Field Supervisor Evaluation: a. Please comment on the agency orientation, resources, and learning opportunities provided as they applied to accomplishing the goals of your learning contract. b. How did your preceptor/field supervisor support your learning new knowledge or skills? Give an example of an effective experience. Were there times that were less effective? If so, please describe one. 24

25 c. How did your preceptor/field supervisor assist you to adapt to change or to resolve problems that arose during your practicum? II. MPH Practicum Program Evaluation: d. How helpful was the MPH Practicum Director in assisting you with setting up and accomplishing your practicum? Please provide comments on ways that the program could improve support in this area. III. Personal Learning Objectives: e. Were most of your learning goals and objectives met? If not, please explain what happened to prevent you from meeting them. f. List the skills you acquired during the placement that will contribute to your professional growth and development. g. Would you recommend this site for future students? Please explain. 25

26 Click here for preceptor evaluation for student. This is an online fillable form that the preceptor may complete and return to Dr. Rice via . MPH 7440 Preceptor Evaluation of Student.pdf 26

27 Top Tips for PowerPoint Presentations 1) The first thing to do is to write out what you want to say. Then you can make the slides. In PPT under View, click Normal and you will see a place under each slide to write notes. You can write your speaking words there. 2) It s ok to mention your learning objectives and competencies but you don t have to go through each and every one on the slides. Remember, this is not a research presentation like you will do for your final project. So, you can vary things a bit. 3) You only have 10 minutes to present. You must stick to that time. The audience gets annoyed if you go on too long. Therefore you only need about 17 slides at the very most. 4) Less is more when it comes to slides. The purpose behind the use of slides is an aid to your talk. Your presentation is the meat and the slides are the potatoes. The less text you put on each slide the better. 5) Don t select a fancy background with lots of swirls, etc. You are not being judged by the background of your slides. Use dark background with bright text. As a suggestion: Titles of each slide could be white with bullet points being bright yellow on a dark blue background. 6) Walk the audience through your topic. Tell a story. Let the audience know why this is interesting to you and should be to them. Include some of your reflective or journaling comments. Tell the audience what surprised you about the practicum, what you found the most interesting, how it changed your thinking, etc. 7) Feel free to include photos, pass out materials, handouts, brochures, etc. 8) If you have to include a busy graph, explain where you want the audience to look. Walk them through the slide. Don t apologize for how bad or fuzzy the graph looks. Just explain it. 9) At the very end of the presentation, you can add, thank you, are there any questions? Or, are there any questions? 10) It s rather a nice gesture to thank those who ve assisted you at the end. A nice way to do it is not verbally but just with a slide. For example, put this text on a slide: Special thanks to Drs. Detroit and Michigan for their assistance with this project. You then leave the slide up while you are answering questions. 11) Finally, speak slow enough so you can be understood, don t rush because you are nervous. Smile at the audience also. Look at them once in awhile. Practice, practice, practice. 12) Stand up for the presentation. You can point at the slides easier, etc. It looks more professional. Feel free to sit down during question/answer sessions. 13) I will hold up a time card during your talk at various times, so you can see how much time you have left. 14) Be creative and share your experience! 27