FOUNDATIONS OF PUBLIC HEALTH

Transcription

1 Graduate Curriculum Course Syllabus FOUNDATIONS OF PUBLIC HEALTH Course Code: PH-200 (Fall 2010) Professor Dele Ogunseitan Course Scheduling Susan Rattigan Administrative Specialist/Course Scheduling Department of Population Health and Disease Prevention Program in Public Health, Health Sciences University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949) Student Advising Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949)

2 Foundations of Public Health PubHlth 200 Master of Public Health (MPH) Degree Curriculum Fall 2010 SST 238 Fridays 9:30 AM 12:20 PM Course Website: Professor Dele Ogunseitan; Office hour : By appointment Catalogue Description : PH-200 (4) F. This course presents the overarching framework, principles, and core responsibilities of public health research and practice from a multidisciplinary perspective. The course also provides the necessary foundation for further studies toward advanced cross-cutting approaches essential for public health practice. Prerequisite: Graduate standing or consent of instructor. Learning Objectives After completing this course, students will be able to explain the interrelationships between a multitude of factors that can impact on a public health problem, including scientific, medical, environmental, cultural, social, behavioral, economic, political, and ethical factors. Students will be able to critically review literature on diseases and health status, identify gaps in knowledge and practice, and compose a proposal to funding agencies to address the gaps. Students will be able to present their work verbally in front of an audience and in writing. Extended Course Description The graduate foundations course is designed for incoming graduate students in professional public health degrees, taking into consideration diverse academic backgrounds and skills. The course provides an opportunity for students to investigate the fundamental determinants and the complex set of intermediate factors that underpin health and disease status in different populations at various scales of analysis. After completing the course, students should be knowledgeable about the diversity of conceptual and methodological approaches and academic disciplines which inform Page 1

3 public health research and practice. The course content highlights core competencies and crosscutting themes essential for successful public health intervention programs. The course is organized in two major requirements. During the first segment, students are introduced to how public health is practiced at the international, nation, regional, and local levels, with presentations drawing from Milestones in Public Health a project that highlights historical developments on 10 major causes of morbidity and mortality in human populations ( Each student is expected to build on these presentations to develop a scholarly review of current burden of disease at the regional or global level, using concrete examples of how public health core disciplines and cross-cutting themes are made to work for identifying and solving problems at those scales of analyses. For this review, students are expected to consult, for example, the World Health Organization s project on the Global Burden of Disease ( The second requirement is for each student to develop a public health problem-solving proposal that builds upon our exploration of the theoretical foundations necessitating transdisciplinary approaches in the natural and social sciences and administrative functions in public health. These theoretical linkages, following exposure to how public health practice is organized in the world, will hopefully prepare students to explore more deeply within the curriculum organized around the core disciplines of biostatistics, epidemiology, environmental health sciences, social and behavioral sciences, and health policy and administration. The final examination will be based on lecture materials. Grading Criteria Topical Review Article (4000 words) = 40% Proposal Development = 40% Final Examination = 20% Textbooks Milestones in Public Health. The book is free from Pfizer s website: ( ). Students must also listen to the accompanying podcasts. Rowitz, Louis Public Health for the 21st Century: The Prepared Leader. 521 Pages. Jones & Bartlett: Sudbury, Massachusetts. ISBN Page 2

4 Rowitz, Louis Public Health Leadership: Putting Principles into Practice. 570 pages. Jones & Bartlett: Sudbury, Massachusetts. ISBN-13: or ISBN: Synopsis Public Health Leadership: Putting Principles into Practice is the first book dedicated to the investigation of leadership in the public health arena. It goes beyond a description of what leadership is by serving as a "how to" guide for successful public health leadership. This publication demonstrates what leadership is, who holds the tools of effective leadership, what public health challenges lie ahead, and how individuals can influence the future of this dynamic field. Case studies in each section illustrate the practical applications of the principles discussed. Example Target of Proposal Writing: Scholars Grants in Public Health Program Description Pfizer Inc is proud to sponsor the Pfizer Scholars Grants in Public Health. These awards are meant to support the career development of junior faculty in public health. This educational grants is nationally competitive, and chosen by an independent Academic Advisory Board of recognized leaders in public health. Up to two grants of $130,000 each, paid over two years, will be awarded to individuals who are pursuing community-based, public health practice research intended to foster academic science and knowledge of public health, and collaborative partnerships between accredited schools or programs of public health and state and local departments of public health. The proposed research should support the needs of a state or local public health organization. The research should focus on public health practice issues likely to have a demonstrable impact on community health and/or the public health system. Award funding is primarily intended for salary support. The applicant must demonstrate that at least 75% of his or her professional time will be devoted to research. Proposals involving headto-head clinical trials or veterinary health will not be considered. Interdisciplinary and translational research proposals are encouraged Page 3

5 Schedule of Topics Week 1 Introduction and orientation to the core competencies and cross- cutting, interdisciplinary approaches in public health. Milestone: Eradication of Smallpox Week 2 The real causes of death and disability: The Global Burden of Diseases. Essential Resource: World Health Organization s GBD project ( Milestone: Automotive Safety Week 3 Integrative public health research and practice at the national level. Essential Resource: U.S. Centers for Disease Control and Prevention ( Milestone: Environmental Health Week 4 Integrative public health research and practice at the regional level. Essential Resource: California Department of Health Services ( Milestone: Infectious Disease Control Page 4

6 Week 5 Integrative public health research and practice at the local level. Essential Resource; Orange County Health Care Agency ( Milestone: Cancer Week 6 Scholarly Review Due Student Presentations Milestone: Cardiovascular Disease Week 7 Theoretical foundations of the transdisciplinary approach in public health research and practice The natural sciences. Milestone: Safer and Healthier Foods Week 8 Theoretical foundations of the transdisciplinary approach in public health research and practice The social and behavioral sciences. Milestone: Maternal and Child Health Week 9 Theoretical foundations of the transdisciplinary approach in public health research and practice Public health administration and intervention program implementation. Milestone: Oral Health Week 10 Discussion of Proposals. Milestone: Addiction Milestone: Public Health Infrastructure Week 11 Final Examination Page 5

7 Other Recommended Books Nelson, Jane, C., Joyce D.K. Essien, Richard Loudermilk and Daniel Cohen The Public Health Competency Handbook. Population Health Futures. 279 Pages plus Compact Disc. Synopsis The Public Health Competency Handbook is the first hands-on guide that outlines the critical organizational competencies required for improvements in the delivery of the Essential Public Health Services by public health agencies and local public health system partners. The 276-page handbook is designed to facilitate the creation of an organizational culture that supports learning across organizational levels and programmatic areas. The 3-ring binder, with color-coded sections and accompanying CD, contains field-tested, easy to use forms, exercises, and learning tools; comprehensive appendices and references. Sidebars throughout the book translate concepts into real world applications and issues for discussion. Lee, Phillip, R., Rosemarie Rizzo Parse, Fatima M. Rodriguez, Carroll L. Estes (7 th edition) The Nation s Health. Jones and Bartlett Publishers. 606 Pages. Synopsis This compendium of articles provides a clear view of the factors affecting the health of Americans and the role of public health, medical care, and the community in ensuring the nation's health. The Seventh Edition continues the emphasis of earlier editions on the health of the population, the determinants of health, women's health, long term care, and the precarious set of circumstances faced by the nation's public health and health care systems as we begin the 21st century. New issues, particularly related to bioterrorism and community health are addressed in this edition. This volume also includes coverage of tobacco, immunizations, HIV/AIDS, environmental health, dietary guidelines, physical activity, and food safety. In addition, a major new feature is an article on community problem solving, emphasizing a multidisciplinary approach to collaborative practice and research to improve community health. Page 6

8 Coreil, Jeannine, Carol A. Bryant, and J. Neil Henderson Social and Behavioral Foundations of Public Health. Sage Publications. 376 Pages. Synopsis The social and behavioral sciences have come of age within public health. In this comprehensive text, a rich body of knowledge and theory from social and behavioral sciences are applied to contemporary health issues. A guiding principle of the book is the importance of social context and cultural construction in the analysis of health problems. The unifying framework is an ecosocial systems approach that addresses multiple layers of influence on health. The book enlarges the dominant "risk factor" approach to health behavior by giving indepth attention to the social environment. Similar volumes have addressed single disciplines and/or health and medicine are broadly defined; this text draws from many disciplines (sociology, anthropology, social psychology, demography, gerontology, economics, and history), and uses examples and case studies specifically from the forefront of public health. Students, researchers, and practitioners will find this a valuable primer of core concepts and models applied to real world problems. Christakos, George, Marc L. Serre, Ricardo A. Olea, Lin-lin Wang, Hwa-Lung Yu Interdisciplinary Public Health Reasoning And Epidemic Modelling: The Case of Black Death. New York: Springer. 320 Pages. Synopsis This book introduces a novel synthetic paradigm of public health reasoning and epidemic modeling, and then implements it in the study of the infamous 14th century AD Black Death disaster that killed at least onefourth of the European population. The book starts by focusing on the intellectual context in which epidemic research takes place, in a way that accounts for the interdisciplinary and multicultural trends of the emerging Conceptual Age. The authors maintain that for public health scientists to function in an often complex environment, they should be aware of the divergent conceptions of knowledge and the technological changes that these imply, the multiple and often uncertain databases available and their reliability, the different styles of thinking adopted by the disciplines involved, and the importance of developing sound interdisciplinary knowledge integration skills. A unique feature of the book is that it takes the reader through all four major phases of interdisciplinary inquiry: adequate conceptualization (in terms of metaphors, methodological principles, epistemic rules, and argumentation modes), rigorous formulation (involving sophisticated mathematical models), substantive interpretation (in terms of correspondence principles between form and meaning), and innovative implementation (using advanced systems technology and multi-sourced real world databases). This approach is then applied to scientifically advance the spatiotemporal characterization of the Black Death epidemic, thus going beyond the sensationalistic narration of events found in other publications. The book includes the most complete collection of interdisciplinary information sources available about the Black Death epidemic, each one systematically documented, tabulated, and analyzed. It also presents, for the first time, a series of detailed space-time maps of Black Death mortality, infected area propagation, and epidemic centroid paths throughout the 14th century AD Europe. Preparation of the maps took into account the uncertain nature of the data and integrated a variety of interdisciplinary knowledge bases about the devastating epidemic. These maps provide researchers and the interested public with an informative and substantive description of the Black Death dynamics (temporal evolution, local and global geographical patterns, etc.), and can help one Page 7

9 discover an underlying coherence in disease distribution that was buried within reams of contemporary evidence that had so far defied quantitative understanding. The book carefully analyzes the findings of synthetic space-time modeling that enlighten considerably the long-lasting controversy about the nature and origins of the Black Death epidemic. Comparisons are made between the spatiotemporal characteristics of Black Death and bubonic plague, thus contributing to the debate concerning the Black Death etiology. Since Black Death had grave societal, public health, and financial effects, its rigorous study can offer valuable insight into these effects, as well as into similar effects that could result from potential contemporary epidemics. Page 8

10 Graduate Curriculum Course Syllabus PH 206: Graduate Epidemiology in Public Health Professor David S. Timberlake, PhD Course Scheduling Student Advising Susan Rattigan Administrative Specialist/Course Scheduling Program in Public Health University of California, Irvine 101 Theory, Suite Theory, Suite 250 Irvine, CA Irvine, CA Phone: (949) Phone: (949) Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine Fax: (949) Fax: (949)

11 Public Health 206 David S. Timberlake, Ph.D. Office Hours: By Appointment Office Phone: (949) Office Location: 100 Theory, Suite 100, Room #120 EEE website for class: Course Description: The objective of this course is to provide students with knowledge of the basic principles, concepts and methods in epidemiologic research. Students should understand the purpose of observational studies of epidemiology, their power and limitations relative to the experimental design. Learning Objectives: 1. Identify key sources of data for epidemiologic investigations - National probability samples (e.g., NSDUH), death certificates 2. Describe a public health problem in terms of magnitude, person, time and place - e.g., trends in smoking-related morbidity and mortality over the past 70 years in the United States & England 3. Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues - e.g., impact of epidemiologic studies of environmental tobacco smoke (ETS) on legislation 4. Calculate basic epidemiologic measures - incidence, prevalence, measures of association 5. Draw appropriate inferences from epidemiologic data - Examine Hill's criteria for evaluating causality for various epidemiologic investigations (e.g., Gateway hypothesis, ETS) 6. Evaluate the strengths and limitations of epidemiologic reports - e.g., controversy over hormone replacement therapy Reading & Exercises: The textbook Epidemiology, 4th Edition by Leon Gordis is required and will serve as the primary reference for the course. Lecture slides and supplementary reading assignments will be posted on the course web page. It is recommended that students complete all exercises at the end of each chapter in the Gordis textbook. 1

12 Grading: The course grade will be determined by scores from the following examinations/assignment: Midterm exam: 35% of grade Final exam: 40% of grade Group project: 25% of grade Exams will consist of questions in the multiple-choice, true/false and short answer formats. Exams will include questions covering material covered in the lectures and the textbook. A review lecture will occur on the class meeting prior to each exam (see course schedule). The final exam will not be cumulative. Prerequisites: The course will cover quantitative topics; students should be prepared to learn and apply basic statistical techniques. Fall Quarter, 2010 Course Schedule Week Day Topic Gordis Textbook Th 9/23 Course introduction Ch. 1 1 Tu 9/28 Variables, distributions and estimation Th 9/30 Measures of morbidity Ch. 3 2 Tu 10/05 Measures of mortality Ch. 4 Th 10/07 Prognosis and survival Ch. 6 3 Tu 10/12 Clinical epidemiology: diagnostic testing Ch. 5,18 Th 10/14 Video Bird Flu- How safe are we? Project title is due 4 Tu 10/19 Infectious disease epidemiology Ch. 2 Th 10/21 Review of material presented to date 5 Tu 10/26 MIDTERM EXAM Th 10/28 Part I: Ecological & Cross-sectional studies Pgs & Article 6 Tu 11/02 Part II: Case-control studies Ch. 10 (pgs ) Th 11/04 Part III: Cohort studies Ch. 9,13 7 Tu 11/9 Part IV: Experimental / randomized studies Ch. 7,8 Th 11/11 Veterans Day holiday 8 Tu 11/16 Estimating Risk (OR & RR) Ch. 11,12 Th 11/18 Association and Causation Ch Tu 11/23 Bias in epidemiologic designs Article Th 11/25 Thanksgiving holiday 10 Tu 11/30 Confounding and Interaction Ch. 15 Th 12/02 Review of material (10/28 11/30) Final Exam Thursday, 12/09/10 8:00-10:00 AM Project is due 2

13 Group Project The purpose of this project is to incorporate knowledge acquired from the class into a practical epidemiologic application. The outline of the project, similar to a grant proposal (with exception to the budget and timeline), is listed below. Students will have the option of choosing a topic from any area in public health, as long as it addresses an epidemiologic question/hypothesis. This precludes clinical or experimental research. Each group will be comprised of three students. Requirements: 8-10 pg. proposal (double spaced) with at least eight scholarly references; in a brief paragraph at the bottom of the proposal (after references), the group will have to indicate the contributions from each group member. Some suggested questions: 1) Does high dietary fiber decrease the risk for colon cancer? 2) How do we develop surveillance for Influenza A subtype H1N1? 3) Is heavy cannabis use causally associated with psychosis? 4) Are thimerosal-containing vaccines responsible for autism? 5) Does circumcision decrease the risk for HIV transmission? Outline of the proposal (45 pts.total) I. Executive Summary / Abstract (5 pts.) - This extended abstract should include a brief overview of the topic - A summary of the methods (sample & study design) proposed in your project II. Statement of Need / Objective (5 pts.) - Provide rational for why the project is necessary - A statement about the impact that your project will make III. Research Plan Introduction o Overview of the topic (4 pts.) o Background and current state of knowledge (4 pts.) o Hypothesis (2 pts.) Method o Selection and description of the study population (5 pts.) o Description of proposed measures (5 pts.) o Study design (includes statistical methods) (10 pts.) o Limitations / Alternative Approaches (5 pts.) IV. References - Include at least eight scholarly references 3

14 Course Syllabus PH 207: Public Health Statistics Winter 2011 Lectures: TuTh 2:00-3:20 PM in SST 238 Computer Labs: Wed 2:00-2:50 PM in SST 107 Course Description: This course surveys statistical methods for public health. Topics include descriptive statistics, probability models, likelihood functions, estimation, and hypothesis testing for categorical and continuous data. Students will learn to use statistical software to perform data analysis. Coverage of topics is similar to that of Statistics 8, but at a faster pace and with more attention to methods used in epidemiologic data analysis such as logistic regression, Poisson regression, and Cox regression. Prerequisites PH 206 or similar introductory epidemiology course Math 2A or similar introductory calculus course Course Objectives: 1. To learn how to estimate typical quantities of interest in public health such as odds ratios, risk ratios, and rate ratios, while adjusting for confounding variables 2. To learn how to use the (free, open-source) R statistical software 3. To learn how to state scientific hypotheses in mathematical terms, conduct appropriate statistical hypothesis tests, and correctly explain statistical results 4. To learn how to compute and interpret confidence intervals 5. To understand the probability models used in common statistical methods Evaluation: Homework 30% First exam 20% Second exam 20% Final examination 30% Course Faculty Scott Bartell, PhD Assistant Professor Program in Public Health, Department of Statistics, and Department of Epidemiology University of California, Irvine 2241 Bren Hall [email protected] Office hours: Wednesdays 3:00-4:00 pm or by appointment Walk-ins accepted at any time, subject to availability 1

15 Texts Fundamentals of Biostatistics, 7 th Edition, B Rosner: UCI Bookstore. An Introduction to R, WN Venables, DM Smith, and the R Development Core Team: Other assigned readings will be posted on the course web site. Students may also benefit from reading the brief basic summaries of course topics in McDonald s Handbook of Biological Statistics: Homework Problem sets will be assigned every week throughout the course, and will sometimes require both computations and writing. Written answers should be concise rarely if ever more than a single paragraph per question. You may discuss the homework assignments and share strategies, but you must personally perform and understand any calculations that you submit for credit, write your own computer code, and answer all homework questions in your own words. Students who submit identical work will be reported for academic dishonesty (see policy below). Only a subset of the homework problems will be graded for credit. Examinations Midterm and final examinations will be computer-based and cumulative, but emphasize new material. For each midterm exam, students may bring one 8.5 x 11 page of notes, front and back. For the final exam, students may bring two 8.5 x 11 pages of notes, front and back. Calculators are allowed, but books, cell phones, and other communications devices are prohibited. Any material covered in the lecture, homework, or assigned readings may be included on the exams, but the emphasis will be on identifying appropriate statistical methods for each problem, listing assumptions required for each statistical method, performing statistical calculations, and interpreting results including output from statistical software packages. UCI Policy on Academic Honesty The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. Students have responsibility for: 1. Refraining from cheating and plagiarism. 2. Refusing to aid or abet any form of academic dishonesty. 3. Notifying professors and/or appropriate administrative officials about observed incidents of academic misconduct. The anonymity of a student reporting an incident of academic dishonesty will be protected. Copying text from web sites or other papers without attribution is in an act of plagiarism. Attribution consists of quotation marks and a specific citation next to the quoted text. Paraphrasing without citation is also plagiarism. Plagiarism and other acts of academic dishonesty will be reported to the university, and students engaging in those acts will receive no credit for the assignment, and may receive a failing grade for the course. More information is available at: and 2

16 Lecture/Exam Schedule and Assigned Readings Part 1: Probability Dates Topic Readings Jan. 4 Course introduction and descriptive statistics Rosner Ch. 1-2 Venables Ch. 1-4, Jan. 6 Introduction to probability Rosner Ch. 3 Jan. 11 Binomial probability distribution Rosner Ch. 4 Venables Ch. 8 Jan. 13 Poisson probability distribution Rosner Ch. 4 Jan. 18 Normal (Gaussian) probability distribution Rosner Ch. 5 FIRST EXAM (computer lab): Wednesday, Jan. 26, 2:00-2:50 PM Part 2: Statistical Inference Dates Topic Readings Jan. 20 Foundations of estimation Rosner Ch. 6 Venables Ch. 6-7 Jan. 25 Estimation continued Jan. 27 Hypothesis testing and statistical power Rosner Ch. 7 Feb. 1 Two-sample t-tests and two-sample binomial tests Rosner Ch. 8 Rosner Feb. 3 Introduction to non-parametric methods Rosner Ch. 9 Feb. 8 Categorical data analysis Rosner SECOND EXAM (computer lab): Wednesday, Feb. 16, 2:00-2:50 PM Part 3: Regression and Multivariable Analysis Dates Topic Readings Feb. 10 Overview of multivariable analysis and confounding; Szklo Ch. 7 Venables Ch. 11 Feb. 15 Introduction to regression Rosner Ch. 11 Feb. 17 NO CLASS Feb. 22 Regression continued Rosner Ch. 11 Feb. 24 Analysis of epidemiologic data Rosner Ch. 13 Mar. 1 Epidemiologic analysis continued Rosner Ch. 13 Mar. 3 Missing data analysis Rosner Ch. 13 Mar. 8 Analysis of person-time data Rosner Ch. 14 Mar. 10 Review FINAL EXAMINATION (computer lab): Thursday, Mar. 17, 1:30-3:30 pm 3

17 Graduate Curriculum Course Syllabus PH 222: Health Policy and Management Professor Tim Bruckner Course Scheduling Susan Rattigan Administrative Specialist/Course Scheduling Department of Population Health and Disease Prevention Program in Public Health, Health Sciences University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949) Student Advising Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949)

18 PH 222 UC Irvine Prof. Tim Bruckner Page 1 of 6 Health Policy and Management Class Meets: Instructor: Tues 2:00-4:50pm, 238 Social Science Teaching [email protected], SE I Rm 218 F, Thurs 2-4pm 40-word Description: This course focuses on the organization, financing, and delivery of health care in the United States, and discusses the relation among health care, health promotion, and policy. We consider both the social and economic aspects of health and disease. Description: Although health care expenditures account for almost 20% of the U.S. Gross Domestic Product, most researchers agree that indicators of population health fall well below levels that should be expected for a relatively prosperous society. We will investigate the causes of this paradox by examining two related fields. First, we will identify the main components and issues of the organization, financing and delivery of health services. Second, we will delineate the roles of the individual, the community, the state, and the nation in improving health. We will conclude by considering how knowledge of these two fields informs policymakers and planners in efforts to promote health and optimal delivery of health care. We will emphasize the U.S. case and, wherever possible, draw from the current federal debate on health care reform. Course Objectives: By the end of the course, I expect students to have the following knowledge and skills: Identify the various methods of financing for health care (e.g., Medicaid, Medicare, private insurance, out-of-pocket) as well as the key groups involved in each method. Provide examples of causes for rising health care costs in the U.S. Understand and apply economic principles to health care (including but not limited to): adverse selection, moral hazard, health production function, marginal cost, imperfect information, supplier-induced demand, incentives, comparative effectiveness. Relate theories of health promotion to policy strategies that improve population health. Compare and contrast the following efforts used to improve health: health care reform, legislation, taxation, and health promotion. Describe the health policymaking process and identify the benefits and drawbacks of policies for the key constituents. Delineate the relation among ethics, law, health care, and public health.

19 PH 222 UC Irvine Prof. Tim Bruckner Page 2 of 6 Required Texts: Paul Feldstein. Health Policy Issues: An Economic Perspective. Fourth Edition, Health Administration Press. (referred to below as HPIE) TS Bodenheimer & K Grumbach. Understanding Health Policy: A Clinical Approach (5 th edition). (referred to below as UHP) I will disseminate other required readings either on EEE or as class handouts. As the work requirement indicates (below), class participation, in terms of thoughtfulness not quantity, plays an important role in determining the final grade. Many of our discussions will involve assigned readings. To ensure thought-provoking discussions, I expect that students will have read the assignments before the associated class lecture. Work Requirement: Approximate grading weights appear as follows: Quizzes (best 2 out of 3; in class) 20% Final Paper 40% Mini presentation 15% Class Participation 20% Completion of surveys/evaluations* 5%xxx TOTAL 100% Three in-class quizzes will focus on lecture and reading material in the first half of the course (health care). Other requirements include a mini-presentation and a final paper. The mini-presentations will take place in class on either May 4th (on a health care system in another country) or May 11 th (on a specific health promotion effort). The final paper will be due one week after the last class, June 8th. I will hand out detailed guidelines for both assignments in class. * Students receive 1% for First Week Survey, 2% for Midterm Evaluation, 2% for Final Evaluation.

20 PH 222 UC Irvine Prof. Tim Bruckner Page 3 of 6 CLASS TOPIC Required Reading and Assignments 3/30 Overview of course and introduction to the paradox of excess and deprivation 4/6 Health: quantitative and qualitative aspects 4/13 The organization, financing, and delivery of health care in the U.S. 4/20 Economic principles of health and health care Complete EEE First Week Survey by 5pm on 4/2 (1% of grade) 1. Fuchs V. Ch 1. Problems and Choices. In: Who Shall Live? 2. Gawande A. The Cost Conundrum: What a Texas town can teach us about health care UHP Chapter 1 2. HPIE Chapter 1 3. McKenzie and Pinger: Chapter 4: Epidemiology 4. Gold M, Stevenson D, and Fryback DG. HALYS and QALYS and DALYS, Oh My. Annu. Rev. Public Health : QUIZ #1 At beginning of class (includes material in 4/13 reading) 1. UHP Chapters 2,4,5,6 2. HPIE, Chapter Dubay L, Holahan J, and Cook A. The Uninsured And The Affordability Of Health Insurance Coverage.Health Affairs 26 (2007): w22 w30. QUIZ #2 At beginning of class (includes material in 4/20 reading) 1. HPIE Ch 3,4,5,6,7 2. UHP Chapters 8,9 3. Scheffler RM, Chapter 1: The supply side of doctors. In Is there a doctor in the house? Market signals and tomorrow's supply of doctors. 4. Brook RH. The Science of Health Care Reform. JAMA 2009: 301,

21 PH 222 UC Irvine Prof. Tim Bruckner Page 4 of 6 4/27 Federally Funded Health Care: Medicaid and Medicare 5/4 Health care systems: international comparisons 5/11 Strategies of Health Promotion QUIZ #3 At beginning of class (includes material in 4/27 reading) Complete EEE Midterm Survey by 5pm on 5/4 (2% of grade) 1. HPIE Chapters 8,9 2. Goldman DP, Joyce GF. Medicare Part D: A Successful Start With Room for Improvement. JAMA. 2008;299(16): Sara Rosenbaum. Medicaid and National Health Care Reform. NEJM 2009; 361; Kaiser Permanente: Medicaid and the Uninsured. (# ). Student Presentations 1. HPIE Chapters 32, UHP Chapter Anderson GF, Frogner BK, Reinhardt UE. Health Spending In OECD Countries In 2004: An Update. Health Affairs 2007; 26(5): Student Presentations 1. UHP Chapter Rose G. Sick individuals and sick populations. Int J Epidemiol. 1985;14(1): Cutler, David, Behavioral Health Interventions, June 2002, Prepared for National Academy of Science panel. 4. Stokols D. Translating social ecological theory into guidelines for community health promotion. Am J Health Promot. 1996;10(4):

22 PH 222 UC Irvine Prof. Tim Bruckner Page 5 of 6 5/18 Policy Case Studies: Tobacco and Obesity 5/25 Health Care Debate: The role of the individual, the community, the market, and the State 6/1 Ethics and Values in Health Policy 1. Warner KE. Tobacco Policy in the United States: Lessons for the Obesity Epidemic. pp Brownson RC et al. Environmental Tobacco Smoke: Health Effects and Policies to Reduce Exposure. Annu. Rev. Public Health : Flegal KM et al. Cause-Specific Excess Deaths Associated With Underweight, Overweight, and Obesity. JAMA. 2007;298(17): French SA, Mary Story M, Jeffery RW. Environmental Influences on Eating and Physical Activity. Annu. Rev. Public Health : HPIE Chapters 30,31 2. Marmor T, Oberlander J, White J. The Obama Administration s Options for Health Care Cost Control: Hope Versus Reality. Ann Intern Med. 2009;150: Wilensky GR. Health Care Reform Where Do We Go from Here? NEJM Kirch DG. The Healthcare Innovation Zone: A Platform for True Reform JAMA. 2010;303(9): (doi: /jama ) Complete EEE Final Evaluation by 5pm on 6/11 (2% of grade) 1. Mechanic D. Policy Challenges in Addressing Racial Disparities and Improving Population Health. Health Affairs 2005; 24: Daniels N. Four Unsolved Rationing Problems: A Challenge. The Hastings Center Report, 24(4), Hadorn, DC. Setting Health Care Priorities in Oregon. JAMA v17, , Eddy D The Individual vs. Society: Resolving the Conflict. JAMA 265, Millenson ML. The Silence. Health Affairs 2003;22: Mello MM, Brennan TA. The controversy over high-dose chemotherapy with autologous bone marrow transplant for breast cancer. Health Aff. 2001;20: /8 Final Paper Due Tuesday 6/8, 5pm, Room 218F Social Ecology I

23 PH 222 UC Irvine Prof. Tim Bruckner Page 6 of 6 GENERAL CONDUCT Two Weeks to Drop the Course You may drop the course until 5 PM, Friday, April 9, Academic Honesty and Civility I will not tolerate academic dishonesty. I endorse and enforce University policies regarding academic integrity. Our conduct in this course is based on civility and mutual respect. Please review these important principles, set forth in the UCI General Catalogue. ***Cell phones are NOT permitted in the classroom unless you are certain they are in the OFF or VIBRATE position; they cannot be used during quizzes.**** Quiz Dates I will administer the quizzes at the time scheduled; no make-ups will be given. 30-Day Clause for Materials Student papers and exams (including the final) will be saved for 1 month after Spring quarter ends, after which time all papers will be recycled.

24 Graduate Curriculum Course Syllabus PH 264 Environmental Health Sciences Professor Jun Wu Course Scheduling Susan Rattigan Administrative Specialist/Course Scheduling Department of Population Health and Disease Prevention Program in Public Health, Health Sciences University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949) Student Advising Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949)

25 PH 264 Environmental Health Sciences EPIDEM 264 ENVIRON E224 Winter 2011 Instructor: Jun Wu, Ph.D. Office Phone: E mail: [email protected] Office: 100 Theory, Suite 100, Room 124 Office hour: Tue 3 4 pm Lecture schedule: Tue Thu 12:30 1:50 PM Meeting place: SST 238 Introduction: Environmental health is a part of public health where the primary goal is preventing disease and promoting the health of humans. This Environmental Health course explores the relationship of people to their environment -- how it affects their physical well-being, and what they can do to protect and enhance their health, and to influence the quality of the environment. We will examine health problems associated with chemical, physical, and biological agents, how they impact the quality of air, water, food, and soil as well as the level of radiation and noise in community and occupational settings. Exposure and risk assessment methods will be introduced. Policies intended to improve public health through mitigation of environmental impacts will be studied. Learning Objectives: It is intended that at the completion of this course, each student should be able to: 1. Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents. 2. Describe genetic, physiologic, and psychosocial factors that affect susceptibility to adverse health outcomes following exposure to environmental hazards. 3. Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues. 4. Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety. 5. Specify environmental risk assessment methods and discuss risk management and risk communication approaches in relation to issues of environmental justice and equity. 6. Explain the general mechanisms of toxicity in eliciting a toxic response to various environmental exposures. Prerequisites: graduate standing or consent of instructor

26 Required Readings Nadakavukaren A. (2006). Our Global Environment: A Health Perspective, 6th edition. Prospect Height: Waveland Press, Inc. Week Date Lectures 1 Jan. 4 1 Introduction Tentative Lecture Schedule General Topics Readings Jan. 6 2 Air pollution and health Chapter 11. pp Jan Drinking water, waste water, and water borne disease Chapter 12. pp Chapter 14. pp Chapter 15. pp , pp Jan Food borne disease Chapter 9. pp Jan Solid waste Chapter 16. pp Jan Heavy metals and health Chapter 7. pp Jan Noise and light pollution Chapter 13 Jan Radiation and health Chapter 10. pp Feb. 1 9 Exposure and risk assessment Handout Feb Gene environmental interaction Handout 6 Feb Environmental justice Handout Feb Critical thinking in environmental health and term paper project 7 Feb Midterm exam Feb Student presentations 1 8 Feb Student presentations 2 Feb Student presentations 3 9 Mar Student presentations 4 Mar Student presentations 5 10 Mar Student presentations 6 Mar Student presentations 7 Mar. 11 Final term paper/proposal due at 5 pm Handout Alternative: faculty research presentations on exposure assessment and/or environmental exposure and pregnancy outcomes - 3 -

27 Grading: Letter grade will be given. Midterm Examination = 40% Class Presentations of paper review = 25% Term Paper (research proposal) = 35% Midterm examination (40 points): Tue, February 15 12:30 1:50 p.m. The midterm will test the breadth of knowledge in the topics we discussed. The exam includes true/false questions, multiple choice questions, and short answer questions. Seminar/Discussion Presentations (25 points) Students can form a two person team or can do this by a single person. Each team is required to lead discussion for minutes on an original scientific paper selected from Environmental Health Perspectives (EHP). Students are advised to select topics that are relevant to their fields of interest. The selected paper should be published after Three additional papers should also be selected to supplement the main paper they should be linked by a clear theme that must be explained to the audience. The presentation can be a minutes presentation followed by a 15 minutes discussion led by the student(s). The discussion can also be integrated in the presentation. Presentation should include but not limited to the statement of problem, the summary of the main paper, and the critique of the paper (strength and weakness), and the implications of the study. The three supplemental papers will be used to support and critique the main paper. Presentations and discussions will be graded according to 1) thoroughness and clarity (10 points) and 2) the facilitation of audience discussion (10 points). Please check background references to facilitate answering questions that will arise from the audience. Distribute copies of the main paper to be presented to the class before the presentation. At the 10 th week, each team is required to have a 5 10 minutes presentation (5 points) on a grant proposal they have in mind based on the same research topic of the main and supplemental papers. They should make best use of this opportunity to obtain suggestions from their peers on the proposal. The best source of articles for this part of the course is back issues of EHP, which are available online at: Current contents of EHP are also available online at: Final term paper (35 points) Due at the end of Week 10 (5 PM, March 11, 2011) The term paper will be a research proposal writing in response to a call for proposal by the NIH Exploratory/Developmental Research Grant Award (R21) or the U.S. EPA under the Science to - 4 -

28 Achieve Results (STAR). Instructions to NIH R21 applications are available at files/pa html. EPA STAR Fellowship Applications are available at: The paper will be graded according to the following criteria; Originality = 10 points Methods = 15 points Discussion = 5 points Organization = 5 points UCI Policy on Academic Honesty The University is an institution of learning, research, and scholarship predicated on the existence of an environment of honesty and integrity academic dishonesty is unacceptable and will not be tolerated at the University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and collusion in dishonest activities erode the University's educational, research, and social roles. Students have responsibility for: 1. Refraining from cheating and plagiarism. 2. Refusing to aid or abet any form of academic dishonesty. 3. Notifying professors and/or appropriate administrative officials about observed incidents of academic misconduct. The anonymity of a student reporting an incident of academic dishonesty will be protected. More information is available at Hhttp://

29 Graduate Curriculum Course Syllabus ***Public Health 244: Health Behavior Theory *** Professor Cynthia Lakon Course Scheduling Susan Rattigan Administrative Specialist/Course Scheduling Department of Population Health and Disease Prevention Program in Public Health, Health Sciences University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949) Student Advising Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949)

30 Health Behavior Theory: Behavioral and Social Science Theory Foundations of Health Behavior & Health Education Public Health 290 Course Instructor: Cynthia Lakon, PhD Assistant Professor Department of Population Health and Disease Prevention, Program in Public Health University of California, Irvine 100 Theory Drive, Suite 100, room #115 (949) My Office hours: Tuesday, 9:30-10:30 & by appointment, in my office in 100 Theory Suite 100, office #115. Course Description This course covers major theoretical perspectives and their application in explicating social and behavioral correlates of Public Health problems. We focus on theories at the individual, interpersonal, community, and macro levels. We explore the translation of theory into intervention programs. Course Hours: Tuesday: 4:00-6:50, Social Science Tower, Room 238 Course website URL: , Professor Cynthia M. Lakon. The original content of this course (including but not limited to lectures, exams, handouts, and electronic files) is protected by copyright. Duplicating course material for profit without the written permission of the instructor is prohibited. This includes giving or selling material to commercial firms for further distribution. My teaching Philosophy Learning requires interest, curiosity, and commitment. I will do my best to convey my knowledge and enthusiasm for Health Behavior theory to you. I ask that you actively 2

31 engage in the learning and critical thinking process required to understand and integrate the material you will encounter in this course. Course Objectives: At the conclusion of the course, students will be able to: KNOWLEDGE 1. Identify and describe a selected set of widely employed behavioral and social science (B/SS) theories/models/constructs/principles used to develop or improve programs to reduce or eliminate major public health problems 2. Identify social and behavioral factors (i.e., determinants and correlates) that affect health of individuals and populations 3. Describe the role of social and community factors in both the onset and solution of public health problems 4. Critically compare and contrast the theories/models/concepts/principles in terms of their applicability to a range of current public health problems, settings, populations, and cultures; 5. Understand the assumptions underlying these theories and models, and have a basic understanding of the types of health problems, settings, populations, and cultures in which they have been used. 6. Explain how systems (e.g., individuals, social networks, organizations, and communities) may be viewed as systems within systems in the analysis of public health problems Having been successful at the above, you will be able to: SKILLS 7. Use B/SS theories/models/constructs/principles to critically analyze a public health problem in terms of known/probable causes (determinants) and correlates to create a conceptual model of the problem; to identify possible intervention opportunities; 8. Use B/SS theories/models/constructs/principles to critically analyze a public health problem in terms of known/probable causes (determinants) and correlates to identify possible intervention opportunities; 9. Determine which theories would be most appropriate to analyze and understand the problem, and 3

32 10. Apply B/SS theories/constructs to inform/develop/improve Health Promotion Disease Prevention (HPDP) programs or program components; 11. Critically analyze major strengths and limitations in using B/SS theories/models/constructs/principles for planning/improving Health Promotion Disease Prevention (HPDP) programs and their implementation. COURSE REQUIREMENTS Readings 1. Textbook: Glanz, Karen; Rimer, Barbara K.; K. Viswanath, Editors. Health Behavior and Health Education: Theory, Research and Practice (4th edition). Jossey- Bass Publishers, San Francisco. September This book is also on reserve for one day use at the Science Library on main campus ( 2. Read through all of Theory at a Glance on the National Cancer Institute (NCI) website. See our course website for link to this helpful document! 3. Assigned journal articles are available through holdings in the UCI libraries system. See the following website for online journals: Student Assessments You will be graded on your individual class participation and your facilitation of class discussions, one in-class midterm (essay format) exam, a paper idea paragraph, and a final paper. All of these assessments are designed to help you meet the learning objectives of this course. They are weighted as follows: Class participation and facilitation of class group discussions (15%) Midterm Exam Essay format (30%) Paper idea paragraph (5%) Paper (40%) Paper presentation (10%) 1.Class Participation (total of 15%): 4

33 Participation scores will be based on your amount and quality of participation in class and facilitation of the readings. Your quality of participation and demonstration of familiarity with the assigned readings will be assessed. Students are expected to attend each class and discuss the assigned readings for that week in an informed and critical manner. If you are not in class, you cannot participate and cannot get credit for active participation. If you are in class but are not participating in discussions, then you also cannot get credit for active participation in that class session. (5%). If you are absent due to illness or some other unforeseen reason, just let me know as soon as possible via (in advance would be great). You get one excused absence and for every one after that please do let me know why you aren t able to come to class as it may affect your participation score. Facilitation of Readings Every week three (and one week 2) students will lead a discussion on two of the assigned required readings. Discussions should last from minutes. Student facilitators are asked to submit their planned discussion questions regarding two of the assigned articles for the week, to me at least one day before class (at least three questions per readings) and your answers for each question, at the same time. These questions are due to me by by 5 pm the day before the class session you facilitate (Monday). Facilitation grades will be based on how prepared facilitators are to discuss the assigned readings and your efforts to involve all students in your discussion (10%). These group based discussions will take place weekly. 2. Midterm You will have an in-class midterm in week 4, it will be essay format. Please bring ONE blue book only, you can purchase these at the UCI bookstore. 3. Paper I will give you much more information about this project as the quarter progresses. a. Paper idea paragraph: During week 3 of the quarter, your paper topic ideas will be due. Please keep this to one paragraph. 1.describe the public health problem with a behavioral component of interest to you 2.briefly describe why it is important 3.why it has a behavioral component 4.which theory (ies) you plan to use to analyze it* 5.describe your target population. 5

34 *the theories you choose can change over the course of the quarter as you learn more of theories and which of them is most relevant to your topic b. Paper Your papers will be due in Week 10. Before you start your papers, you will be given a list of known public health problems with behavioral components. You can choose one of these topics for your papers, or you can identify some other real world public health problem with a behavioral component of interest to you. The format of the paper should be in the sections covered briefly below (you will get more information about this). In brief, you will be asked to: i) Critically analyze the determinants of the problem as they relate to social and behavioral science theories, ii) iii) Determine which theories would be most appropriate to understand the problem, and Develop intervention implications based upon your analysis of the public health problem you picked. Papers are to be 10 double-spaced pages of text (NOT including references, title page, footnotes or endnotes, appendices, graphs, pictures or the like), with one-inch margins and 12-point Times New Roman type. I WILL NOT READ ANYTHING THAT FALLS OUTSIDE OF THE TEXT PAGE LIMITS. Please print out papers and bring them to class on the due date, please do not them to me. Please spell check your papers -- if the paper is hard to read due to spelling and grammar errors, this can adversely affect your grade. If you need help with your writing, you may consider visiting the Learning and Academic Resource Center (LARC): ***LATE PAPERS WILL LOOSE HALF A GRADE POINT FOR EACH 24 HOUR PERIOD DURING WHICH THEY ARE NOT TURNED IN AFTER THE DUE DATE*** 6

35 c. Paper Presentations: Each person will do a 10 minute presentation during our class time in week 10. Course Policies Plagiarism and Cheating: Each student is responsible for knowing what constitutes plagiarism and learning proper American Psychological Association (APA) citation procedures. If guilty of plagiarism or cheating on tests or papers, you may face a failing grade in this course. Please see the UCI website policies on plagiarism and academic dishonesty: My office: My office is in the research park located on the outskirts of campus. It is located in the building at the corner of California and Theory Drive. It is in Building 100, Suite 100. Once you find the office suite in which I m located, you will need to first call my extension (X4-0946) from the phone on the wall to the right of the locked set of double doors outside of the office suite. During my office hours or by appointment, I will answer the door. Attendance: Attendance is important to your grade. If you plan to miss class, please let me know beforehand. Course Topics *********************************************************************** ************************************************************************ Week 1: Introduction to Health Behavior and Health Education 9/28 Tuesday: Introduction to Course and Syllabus & Introduction to Health Education and behavior ************************************************************************ ************************************************************************ There is nothing so useful as a good theory ~ Kurt Lewin, 1935 Week 2: The Role of Theory in Health Behavior and Health Education 10/5 Tuesdsay: Theory & Conceptual Models, Introduced Readings: 1. Chapter 1, 2: Glanz et al. 7

36 2. Hochbaum, G.M., Sorenson, J.R., & Lorig, K. (1992). Theory in health education practice. Health Education Quarterly,19(3), Earp, J.A. & Ennett, S.T. (1991). Conceptual models for health education research and practice. Health Education Research, 6(2), Michelle van Ryn & Catherine A. Heaney (1992). What s the use of theory? Health Education & Behavior,19: ************************************************************************ ************************************************************************ ***Models Emphasizing Individual Level Processes*** Week 3: Intrapersonal motivators of behavior 10/12 Tuesday: Health Belief Model: Theory and Application 1. Chapter 3, Glanz et al. 2. Janz, N., & Becker, M.H. (1984). The health belief model: A decade later. Health Education Quarterly, 11(1), Skinner, C.S., et al. (1998). Learn, Share, and Live: Breast Cancer Education for Older, Urban Minority Women. Health Education and Behavior, 25(1), ***Turn in paragraph on paper topic idea**** ***************************************************************************** ***************************************************************************** Week 4: Do good intentions translate into healthy behaviors? 10/19 Tuesday: Theory of Reasoned Action/Theory of Planned Behavior Readings: ***MIDTERM EXAM*** 1. Chapter 4, Glanz et al. 2. Stead, M., et al. (2005). Development and evaluation of a mass media Theory of Planned Behaviour intervention to reduce speeding. Health Education Research, 20(1), Azjen, I. (1991). The Theory of Planned Behavior. Organizational Behavior and Human Decision Processes, 50, ************************************************************************ ************************************************************************ Week 5: Stages of Change: The Transtheoretical Model 8

37 10/26 Tuesday: Stages of Change and the Transtheoretical Model Reading 1. Chapter 5, Glanz et al. 2. Prochaska, J.O., Redding, C.A., Harlow, L.L., Rossi, J.S., & Velicer, W.F. (1994). The transtheoretical model of change and HIV prevention: A review. Health Education Quarterly, 21, Campbell MK et al., (1999). Fruit and vegetable consumption and prevention of cancer: the Black Churches United for Better Health project. American Journal of Public Health. 89(9), ************************************************************************ ************************************************************************ Week 6: How does our interaction with our physical and social environments affect our health behavior? 11/2 Tuesday: Social Cognitive Theory Readings: 1. Chapter 8, 12, Glanz et al. 2. Perry, C., Williams, C., Veblen-Mortenson, S., Toomey, T., Komro, K., Anstine, P., McGovern, P., Finnegan, J.R., Forster, J., Wagenaar, A., Wolfson, M. (1996). Project Northland: Outcomes of a Communitywide Alcohol Use Prevention Program during Early Adolescence. American Journal of Public Health, 86, Bandura, A. (1998). Health Promotion from the Perspective of Social Cognitive Theory, Psychology and Health, 13, Bandura, A.(1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, N.J., Prentice Hall. (OPTIONAL) ************************************************************* *************************************************************\ Week 7: Social Networks, Social Support 11/9 Tuesday: Social Networks & Social Support Reading: Professor at American Public Health Association Meeting in Denver *** schedule make up session for this week*** 1. Chapter 9, Glanz et al. 9

38 2. Berkman L.F.& Syme, S.L. (1979). Social networks, host resistance, and mortality: A nine-year follow-up study of Alameda County residents. American Journal of Epidemiology, 109, Smith and Christakis (2008). Social Networks and Health. Annual Review of Sociology : Lakon, C.M, Ennett, S.T., & Norton, E.C. (2006). Mechanisms through which Drug, Sex Partner, and Friendship Network Characteristics Relate to Risky Needle Use Among High Risk Youth and Young Adults. Social Science & Medicine, 63(9), p (OPTIONAL) 5. Cobb, N.K., Graham, A.L., & Abrams, D.B. (2010). Social Network Structure of a Large Online Community for Smoking Cessation. American Journal of Public Health, 100, (OPTIONAL) ************************************************************************ ************************************************************************ Week 8: Community Models of Social Change 11/16 Tuesday: Community Health & Social Change Models Readings: 1. Chapter 13, Glanz et al. 2. Freire, Paulo. (1970). The Pedagogy of the Oppressed. Seabury Press, NY. (on reserve at Langson Library) (OPTIONAL) 3. Wallerstein, N. & Bernstein, E. (1988). Empowerment Education: Freire s Ideas Adopted to Health Education. Health Education Quarterly, 15(4), Wandersman, A. & Florin, P. Citizen Participation and Community Organizing. In J. Rappaport and E. Seidman (eds.), Handbook of Community Psychology, New York: Plenum, (OPTIONAL) (on reserve at the Science Library 5. Julian, D.A., Hernandez, M., Hodges, S. (2006) Exemplars of Community Practice. American Journal of Community Psychology. 38: ************************************************************************ *********************************************************************** **MACRO MODELS OF HEALTH BEHAVIOR CHANGE** Ecology of Health Behavior & Systems Thinking Week 9: 11/23 Ecological Models of Health Behavior & Systems Thinking Community Organization and Social Change Readings 1. Chapter 20 Glanz et al. 2. Stokols, D. (1992). Establishing and maintaining healthy environments: Toward a social ecology of health promotion. American Psychologist, 47(1),

39 3. McLeroy, K.R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15(4), Hovell,M., Wahlgren, D.L., & Gehrman,A.G. The Behavioral Ecological Model, Integrating Behavioral Science and Public Health. In Emerging Theories in Health Promotion Practice and Research: strategies for improving Public Health, Ralph DiClemente, Richard A. Crosby, Michelle C. Kegler, Jossey-Bass, (on reserve in the UC Irvine Science Library) OPTIONAL) 5. Leischow, S. & Milstein, B. ( 2006). Systems Thinking and Modeling for Public Health Practice, American Journal of Public Health, 96(3), p (OPTIONAL) 6. Lakon, C.M., Hipp, J.R., & Timberlake, D.S. The Social Context of Adolescent Smoking: A Systems Perspective. American Journal of Public Health, published online May 13, Patricia L. Mabry, PhD, Stephen E. Marcus, PhD, Pamela I. Clark, PhD, Scott J. Leischow, PhD and David Méndez (2010). Systems Science: A Revolution in Public Health Policy Research. American Journal of Public Health, 100(7), (OPTIONAL) ************************************************************************ ******************************************************************* Week 10: 11/30 Paper Presentations ***PAPERS DUE IN CLASS TODAY*** ************************************************************************ ************************************************************************ 11

40 Graduate Curriculum Course Syllabus Graduate Seminar: Advances and Challenges in Public Health Course Code: PH-291 (A,B,C)(Fall, Winter, Spring) Professor Dele Ogunseitan Course Scheduling Susan Rattigan Administrative Specialist/Course Scheduling Department of Population Health and Disease Prevention Program in Public Health, Health Sciences University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949) Student Advising Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949)

41 Graduate Seminar: Advances and Challenges in Public Health PH-291 Mondays 12:00 AM 12:50 PM Winter 2011 Coordinator: Catalogue Description PH-291 A-B-C (2-2-2) F, W, S. Graduate Seminar: Advances and Challenges in Public Health. Forum for exploring recent advances and challenges in all disciplines of public health research and practice. Features case studies exemplifying the integration of core competencies with cross-cutting interdisciplinary themes of public health. Prerequisite: graduate standing or consent of instructor. Satisfactory/ Unsatisfactory only. Prerequisite: Graduate standing, or consent of instructor. Learning Objectives After completing this course, students will be able to review, critique, and evaluate public health reports and research articles. Students will be able to critically evaluate programs, interventions, and outcomes that relate to public health practice as presented by guest speakers. Grading Criteria Satisfactory / Unsatisfactory Weekly attendance is mandatory for MPH students and registration is required in at least three quarters of graduate seminar to satisfy the degree requirements. Satisfactory grade is contingent upon faculty review of a brief essay submitted by each student, representing a critical summary of the seminar topics and presentations. The essays and discussion should focus on the integration of concepts and core disciplines of public health, including one or more of the cross-cutting themes (communication and Page 1 of 3

42 informatics, diversity and culture, leadership, professionalism, program planning, public health biology, and systems thinking). Schedule One or more designated faculty members will be responsible for hosting the weekly seminar series each quarter. The seminars will feature guest speakers from the faculty at UCI or other universities, and off-campus public health agencies to present case studies that use concrete examples to explore recent advances and remaining challenges in public health. The seminar will be for a period of one hour with the actual presentation expected to last about 45 minutes and 15 minutes dedicated to questions and discussions. Informal sessions will occur for 30 minutes before (beginning at 11:30 AM), and/or after the presentations to allow interactions between students and the guest speaker. Discussions after the presentation will hold over lunch with the guest speaker from 1:00 PM to approximately 2:00 PM. During alternate weeks, students are required to write-up and present to the class, information gathered on the previous week s seminar presentation by guest speakers. M.P.H. students are expected to register for the seminars throughout the academic year although only two quarters (4 units) are required for the degree. Invited Speakers 10 January 2011 Dr. Veronica Vieira, DSc Associate Professor Boston University School of Public Health Topic: Breast Cancer Risk and Environmental Exposure to Contaminated Drinking Water 24 January 2011 Dr. John Billimek, Ph.D. Adjunct Assistant Professor Health Policy Research Center University of California, Irvine Topic: "Addressing Socioeconomic Barriers to Effective Diabetes Management" 7 February 2011 Dr. David Cella, Ph.D. Page 2 of 3

43 Professor and Chair Department of Medical Social Sciences Northwestern University Feinberg School of Medicine Topic: Patient-reported outcomes for public health and clinical research: The PROMIS Initiative 28 February 2011 Dr. David Eastmond, PhD Professor and Chair Department of Cell Biology & Neuroscience University of California, Riverside Topic: A Perspective on Contemporary Issues in Risk Assessment" Recommended Textbooks Invited speakers may provide a selection of original articles for distribution to students at least a week prior to the presentation. Beyond these specific articles, there are no required textbooks, but students are encouraged to consult the following sources for integrative themes in public health, and for writing tips about brief reports. 1. Aday, Lu Ann (Editor) Reinventing Public Health: Policies and Practices for a Healthy Nation. San Francisco: Jossey-Bass (A John Wiley Imprint). 400 Pages. 2. Barnard, Stephanie, Kirk T. Hughes, Deborah St. James Writing, Speaking, and Communication Skills for Health Professionals. New Haven: Yale University Press. 368 Pages. 3. Johnstone, M-J Effective Writing for Health Professionals. London: Routledge. 160 Pages. 4. Villemaire, Doreeen, and Lorraine Villemaire Grammar and Writing Skills for the Health Professional. Thomson Delmar Learning. 352 Pages. Page 3 of 3

44 Graduate Curriculum Course Syllabus GRADUATE PRACTICUM IN PUBLIC HEALTH PH-295 Professor: All Faculty Members Course Scheduling Susan Rattigan Administrative Specialist/Course Scheduling Department of Population Health and Disease Prevention Program in Public Health, Health Sciences University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949) Student Advising Stephanie Uiga Graduate Student Affairs Officer Program in Public Health University of California, Irvine 101 Theory, Suite 250 Irvine, CA Phone: (949) Fax: (949)

45 Graduate Practicum in Public Health PH-295 COURSE INFORMATION Catalogue Description: Graduate Practicum in Public Health (8). Provides opportunities for hands-on experience for graduate students at agencies or organizations engaged in public health practice. Students are matched with placement sites based on academic preparation and students career goals. The practicum experience culminates in a comprehensive written report. Prerequisites: Public Health 200 and 291. Grading: Satisfactory/Unsatisfactory only. Course Schedule: The Practicum is offered quarterly and during the summer session. Course Website: EEE website address varies quarterly. For general information, visit: th_practicum_intro.shtml/. COURSE FACULTY Summer 2010 Course Director Oladele A. Ogunseitan, Ph.D., M.P.H., Professor Telephone: (949) [email protected] Office Hours: By appointment Course Coordinator Stephanie Uiga, M.A. Graduate Student Affairs Officer Telephone: [email protected] Office Hours: open or by appointment Page 1 of 8

46 BACKGROUND INFORMATION One of the main criteria for accreditation of MPH programs by the Council on Education for Public Health (CEPH) 1 is that MPH students must complete a planned, supervised, and evaluated practice experience in public health. The University of California Irvine MPH degree fulfills this requirement through the capstone course entitled Graduate Practicum in Public Health. The Graduate Practicum gives students the opportunity to work in an agency that focuses on public health issues at various levels of organization. Students are expected to apply concepts, principles and theories learned in tutorial courses on the core competencies and cross-cutting themes of public health to the solution of problems assigned during the practicum period. The practicum experience should facilitate students ability to synthesize and integrate academic knowledge and skills in a professional setting for public health practice. COURSE PREREQUISITES Students must: (1) Complete the required MPH core courses in order to register for PH-295. (2) Advance to degree candidacy by passing the comprehensive examination. (3) Write a practicum proposal that must be approved by the course faculty before starting the practicum. COURSE OBJECTIVES Each MPH student will: (1) Write a practicum proposal that is mutually acceptable to the student, the preceptor at the specified public health agency, and the course faculty. (2) Pursue opportunities to demonstrate knowledge and skills gained from tutorial courses (core competency courses and cross-cutting themes) in a public health practice setting. (3) Explain the relevance of the practicum project to the agency s vision, responsibilities, and activities. (4) Exhibit professionalism in all work situations (for example, ethics and responsible conduct, behavior, dress, oral and written communication). (5) Submit a manuscript and give an oral presentation and/or poster that describe accomplishments during the practicum period. The writing and presentations must demonstrate synthesis and application of public health courses and competencies. 1 Council on Education for Public Health. (Amended 2005) Accreditation Criteria: Public Health Programs. Retrieved 19 March 20, 2010, Page 2 of 8

47 STEPS REQUIRED TO INITIATE AND COMPLETE THE PRACTICUM (1) All students who plan to enroll in the practicum must attend the MPH Seminar titled Preparing for the Graduate Practicum or view the web cast. (2) Complete, as appropriate, a tutorial on ethics/responsible conduct of research (for example, through tutorials provided by the National Institutes of Health ( (3) Meet with a faculty member to discuss the development of the Practicum Proposal and project timelines after attending the seminar or viewing the video. (4) Completion and submission of liability waiver agreement form: ( ). (5) Completion and submission of the University of California Traveler Insurance Coverage form: ( (6) Complete the practicum enrollment form and obtain all required signatures before registration: ( Course%20Enrollment%20form.pdf ). The proposal must be approved by the preceptor and the course faculty before beginning the practicum project. If the student does not register the following regular academic quarter after proposal approval, the proposal will need to be resubmitted for review. (7) Student will be given a registration authorization code after satisfactorily completing the pre-enrollment requirements. Student may begin work on the project before registration, if the proposal has been approved. (8) Attend at least one session in person or through computer conference with fellow students to share information about the practicum experience with focus on how the core competencies and cross-cutting themes in public health are being integrated in the practicum experience. (9) Complete 240 hours of engaged time to implement the practicum proposal at the practicum agency. (10) Write and submit a manuscript describing the practicum activities and outcome of the project with information on the integration of public health competencies. The manuscript must be submitted at least one week before the oral presentation or poster session. Manuscripts will typically be submitted online through the EEE Drop-Box. (11) Give an oral and/or a poster presentation of the practicum experience (see details under Presentation Instructions/Guidelines). PROJECT SELECTION A compendium of approved practicum agencies is available online: ( alth_practicum.shtml/). Students should identify a general topic area for their practicum and meet with faculty for assistance in identifying and facilitating agency selection. Page 3 of 8

48 EVALUATION OF THE PRACTICUM Students and their preceptors are expected to complete a post-practicum evaluation form. The student is responsible for making sure that the preceptor completes and submits the evaluation, including verification of number of hours spent on the practicum project. GRADING CRITERIA The graduate Practicum in Public Health is graded as Satisfactory or Unsatisfactory based on: 1. Written evaluation by the student s preceptor. 2. Evaluation of the final report and presentation/poster. 3. Completion of the required number of hours on the practicum project. GUIDELINES FOR PRACTICUM PROPOSAL The practicum proposal must be approved by the faculty and preceptor before beginning work on the project. It is acceptable to visit a prospective practicum site and to preliminary explore day-to-day activities prior to enrolling in the practicum course. These preliminary hours will not count toward the actual practicum period. To be approved, practicum proposals must include: (1) A completed Practicum Enrollment Form (2) A ~1,000 1,500 word proposal with the following information: A. The major goal of the practicum, consistent with student s academic concentration B. A description of planned set of specific objectives and activities to meet the goal. The following guidelines are useful in writing specific objectives: i. Specific A specific objective has a much greater chance of being accomplished than a general one (for example, A general objective would be My project will lead to an increase in vaccination rates in Orange County. A specific objective would be My project will lead to a 20% increase in vaccination rates against H1N1 flu virus in Santa Ana by June 2011 ). ii. Measurable Establish criteria for measuring progress toward the attainment of each objective. Use questions such as How much? How many? How will I know when it is accomplished? to frame your criteria. For example, in the specific objective above, the 20% increase is measurable. iii. Attainable You should be able to accomplish your objectives given the resources and time available. If not, provide specific suggestions for follow-up by future workers. Page 4 of 8

49 iv. Realistic Be realistic in identifying skills that you already have or need to develop for pursuing your objectives. Make sure that the goals and objectives accommodate the vision and responsibilities of the agency. v. Timely Include a time-line in your proposal. Typically, this is best done in a Table format with specific time periods allocated to each objective. For example, the 240 hours required for the practicum should be distributed over the specific set of objectives. C. A description of public health concepts that you expect to be important to the success of the practicum project. Address at least two of the five core disciplines and four of the seven cross-cutting themes. GUIDELINES FOR THE WRITTEN REPORT The written practicum report should be 8,000 12,000 words in length, excluding appendices. Reports should be double-spaced using 12-point type, and paginated. The report should be written as a document that makes sense to both the academic (faculty) and practitioner (preceptor) reviewers. You may use the first person ( I did this. ) because it is based on personal experience. Students are strongly encouraged to keep a weekly diary of events and activities during the practicum period. The paper will be evaluated according to the quality of the following sections: 1. Title: The title should succinctly capture the essence of the project. 2. Abstract: A summary or overview of the key points of the project (No more than 300 words in length). 3. Introduction: Literature review and background of project. Include a description of the public health question being addressed, its significance and how it fits with the vision and responsibilities of the agency. Describe the main features of the agency, their resources, organization structure, and your position in the team (~1,000 1,500 words). 4. Discussion: Discuss your role and activities in the practicum project. Provide a critical assessment of whether the proposal goals and objectives were appropriate in addressing the problem. Identify barriers and how you overcame or succumbed to them (approx. 4,000 6,000 words). 5. Personal Assessment: How has the practicum experience contributed to your understanding of public health practice? Discuss the relevance of the public health core competencies and cross-cutting themes to your practicum experience. Revisit your practicum proposal to include at least two of the five core disciplines and four of the seven cross-cutting themes (approximately 1,000 2,000 words). 6. Conclusions and Recommendations: Provide concluding thoughts and identify opportunities for improvement and further action on the project (~1,000 2,000 words). Page 5 of 8

50 7. References and Bibliography: Use a standard manuscript style, such as the American Journal of Public Health ( 8. Appendices: Appendices are acceptable for inclusion, but they will not count toward the manuscript length requirement. All the materials that you developed as a part of the practicum project (e.g. survey questionnaires; GIS maps) should be included in the appendix. 9. Submission of Report: The written report is due one week prior to the oral presentation date or the poster session. GUIDELINES AND INSTRUCTIONS FOR THE FINAL PRESENTATION POSTER PRESENTATION Posters presentations use a combination of visual imagery and precise text to highlight key features of a project. Depending on the nature of the practicum project, this format can be effective for focusing the reviewers attention on particular successes or challenges. Students are expected to be at their posters during the period assigned to them by the graduate director to give a brief overview and to respond to questions from reviewing. Poster formatting guidelines will be distributed along with the assignment of poster presentation schedules. The poster will be available for viewing by all faculty members, students, staff, and the general public. ORAL PRESENTATION Verbal communication is an effective tool in public health practice. MPH students should be prepared to summarize a professional report to an informed audience from various backgrounds. PowerPoint software is preferred for preparing the 30-minute long presentation. The main points should be presented in minutes with the remaining time reserved for questions and discussion. The faculty committee will evaluate the presentation on the basis of clarity and depth of coverage of the main issues. The committee should consist of the faculty mentor in the student s area of interest, another member whose expertise is in a different sub-discipline. The preceptor may be invited, but her/his attendance is not required. Students are responsible for contacting faculty and scheduling the time and location of the presentation, which will be open to all interested faculty members, students, staff and the public. PRACTICUM COURSE FORMS All forms needed for processing the practicum are available on our website: ( alth_practicum_intro.shtml/). Page 6 of 8

51 SUPPLEMENTARY INFORMATION PRACTICUM PERSONNEL The Course Director is the faculty member responsible for the implementation of the academic objectives of the Graduate Practicum in Public Health. Additional faculty members with core or adjunct appointments in the Program in Public Health serve as advisors or members of the Practicum Faculty Committee. Additional support for the course is provided by the Graduate Student Affairs Officer. The faculty and staff are available to assist students in their quest to identify practicum opportunities, to develop strong proposals, and to complete their projects successfully. The final practicum grade is determined by the course director. Students may of course consult with other faculty members at any time during the practicum preparation and implementation period. The Practicum Preceptor is typically employed by the practicum agency, and is responsible for supervising the student s activities at the practicum site. The preceptor may collaborate with the student in the development of the practicum proposal, and introducing the student to the work culture of the practicum agency. The preceptor is expected to keep track of the student work hours and professional habits, and to provide feedback to the course director at the end of the project. Each student is assigned a Faculty Mentor at the beginning of joining the MPH program. Students should consult with their faculty mentor about their plans for the practicum. Students are encouraged to consult with other faculty members who may serve on practicum faculty committees or assist students to identify practicum opportunities or provide advice on how to overcome specific challenges during the practicum period. PRACTICUM WORK INVOLVING HUMAN SUBJECT Some practicum experiences may include working with human subjects. Students in such situations must ensure that all protocols have been approved by the Institutional Review Board (IRB). Students should consult the Human Subjects office website, to be familiar with Human Subjects Research and the IRB process. Practicum agencies may also require additional human subject approval. Most practicum projects are expected to be practice-based and do not require review by IRB. PRACTICING PROFESSIONALISM Permanent employees at the practicum agency are professionals who expect interning students to demonstrate standard level of professionalism. It is important for practicum students to observe, learn, and comply with behavioral and dress codes adopted by the practicum agency. Page 7 of 8

52 PRACTICUM AGENCY REQUIREMENTS Public health agencies serve diverse constituencies and employees, including practicum students are expected to abide by all safety rules, regulations, policies and procedures of the agency and all sites visited during the practicum period. BACKGROUND CHECKS ON HEALTH STATUS AND RECORD OF CRIMINAL ACTIVITY Some practicum agencies may require background checks on their employees, including practicum students. Students must comply with the requirements of the practicum agency accordingly. DISABILITY AND OTHER SPECIAL NEEDS Students may seek exemptions, adjustments or other special treatment according to the Americans with Disabilities Act ( regarding the implementation of the practicum project. Such students should plan to consult early in the process with the course director. STANDARDS AND PROCEDURES FOR ACADEMIC CONDUCT All courses taught in the Program in Public Health enforce strict codes of academic conduct and integrity. The Graduate Practicum in Public Health is not exempt from these codes. Faculty members expect of students enrolled in the practicum course, honesty and courtesy in all proceedings of the course, including interactions with other students, faculty members and staff. Academic misconduct will not be tolerated. Inappropriate conduct includes cheating, plagiarism, falsification of records and/or official documents, data fabrication, and intentional misuse of materials or equipment. Faculty members expect that all manuscripts and presentations submitted for evaluation represent the student s own efforts and appropriate credit must be give to sources of information. All students are expected to be familiar with and abide by the UC Irvine Academic Senate Policy on Academic Honesty: ( Questions of academic dishonesty arising within the Program are treated on an individual basis. ACKNOWLEDGMENT The preparation of this practicum syllabus and guidelines benefitted from consultation of published documents and guidelines including those of the Council on Education for Public Health (CEPH) and the Association of Schools of Public Health (ASPH). Other sources of information include practicum guidelines of Schools of Public Health at the University of Washington, Seattle; University of California, Berkeley; The University of New Mexico; The University of Iowa College of Public Health; Bloomberg School of Public Health at Johns Hopkins University; and the University of North Carolina at Chapel Hill. Page 8 of 8