FOUNDATION AND SPECIALIZATION COMPETENCIES FOR COMMUNITY HEALTH SCIENCES GRADUATE STUDENTS Updated Feb 2013 Department Mission Statement: The Department of Community Health Sciences is committed to enhancing the well-being of individuals and communities through education, research and service. We value the diversity of our Department, which is evident in the multi-disciplinary nature of our faculty and student body. Our commitment to our community is reflected in responsive educational programs; collaborative, relevant research; and consulting and clinical services that make the expertise of the Department available to a wide constituency. CHS Graduate Program Goal: To develop competencies (skills, attitudes and knowledge) within our graduate students that support excellence in Community Health Sciences research. Roles in Community Health Science Research Competencies required to fill five roles in CHS research 1 were developed through a consensus process with students and faculty in 2005-2007. These roles include: researcher, communicator, scholar, collaborator and research project manager. Initially Foundation Competencies (which demonstrate a broad understanding of CHS Research) were developed by faculty and students. These were followed by faculty identifying additional Specialization Competencies, which demonstrate a deeper understanding of a CHS specialization related to research interests in Biostatistics, Community Rehabilitation & Disability Studies, Epidemiology, Healthcare Epidemiology, Clinical Epidemiology, Health Economics, Health Services Research, Medical Education and Population/Public Health. Given the ever changing research field and new ideas, the competencies will be reviewed annually and revised as needed. Students are responsible for achieving the competencies outlined when they are admitted to their given program of specialization. 1 The roles and associated competencies identified are modeled after the process used in the CanMEDS (Canadian Medical Education Directions for Specialists) to identify physician competencies [http://rcpsc.medical.org/canmeds/index.php]. Foundation and Specialization Competencies February 2013-1
Potential Career Paths: Many potential career paths are open to graduates of a research intensive training program. In general: graduates should be prepared to be involved in supervised research in the specialization area; graduates may conduct independent and collaborative research and/or teach in the specialization area. (1) Note: competencies are expected to be in addition to, or further development of, the Masters level competencies. (2) Note: Graduate programs in Community Rehabilitation and Disability Studies were included as specializations in CHS in September 2008. (3) Note: Graduate programs in Health Economics & Medical Education were included as specializations in CHS in September 2013. Specialization Descriptions Biostatistics is the application of statistics to biological or medical data. The science of biostatistics includes the design of biological experiments, the collection, summarization, and analysis of data from those experiments; and the interpretation of, and inference from, the results. 2 Biostatistics in the public health context consists primarily of developing descriptive statistics describing the overall health and well being of a population. These statistics include such measures as birth, death, and infant death rates; disease incidence and prevalence; and trends of this data over time. 3 Community Rehabilitation & Disability Studies examines the intersection between community, chronic illness, and marginalizing conditions within a social justice framework. The goal is to generate research, leadership, capacity, innovation and partnerships. The graduate program attracts professionals across disciplines and sectors. Epidemiology is the study of the distribution of diseases in populations and of factors that influence the occurrence of disease. Epidemiology examines epidemic (excess) and endemic (always present) diseases; it is based on the observation that most diseases do not occur randomly, but are related to environmental and personal characteristics that vary by place, time, and subgroup of the population 4. Two areas of study within Epidemiology have also been defined: Clinical Epidemiology is defined in a variety of ways, including: a basic science for clinical medicine; the study of determinants and effects of clinical decisions; and the study of the variation in the outcome of illness and the reasons for that variation. 2 Definition adapted from http://en.wikipedia.org/wiki/biostatistics (accessed online August 12 08) and http://www.answers.com/topic/biostatistics (accessed online August 12 08) 3 Description of biostatistics in a public health context from http://www.answers.com/topic/biostatistics (accessed online August 12 08) 4 McGraw-Hill Professional Sci-Tech Encyclopedia. Accessed on-line November 14, 2007 at http://www.answers.com/topic/epidemiology Foundation and Specialization Competencies February 2013-2
In CHS Clinical Epidemiology is considered a framework for health professionals who wish to move beyond standard critical appraisal to: -skills in research methods, data collection and measurement, -analysis and optimal interpretation of data, -a framework for the practice of academic medicine or academic nursing, etc. *Unlike the other specializations, study in this area requires a Health Professional Degree (e.g., MD, N, etc) OR involvement in clinical practice. Healthcare Epidemiology is the study of infection control and prevention, while applying epidemiologic principles and prevention strategies to a wide range of quality-of-care issues. The goal is to maintain the utmost quality of patient care and healthcare worker safety in all healthcare settings 5. Healthcare Epidemiologists specialize in one of four areas: o Education; o Surveillance/outbreak management; o Consultation; or o Research. Health Economics focuses on economic evaluation of interventions and treatments that impact health, both within and outside of health care, as well as evaluation of policy options at the systems level. The goal of health economic evaluation is to provide a framework and a set of techniques to measure and value the resource implications and the outcomes associated with alternative treatments, interventions or policy options, and assist decision makers to allocate scarce health resources to their most beneficial use. Health Services Research is a diverse research area, encompassing a broad array of disciplines and methods. Health services research is a multidisciplinary field of scientific investigation, both basic and applied, that studies how social factors, financing systems, organizational structures and process, health technologies and personal behaviours affect access to health care, the quality and cost of health care, and ultimately our health and well-being 6. Medical Education prepares health providers to be educators and researchers who can work as program administrators, health educators, and health education researchers to address topics relevant to medical education. As a result of several social, educational, scientific and resource pressures, medical schools increasingly require staff with degrees in medical education. Professionalism in medical education is enhanced with the degree with more advanced scholars and researchers attaining the degree. 5 The Society of Healthcare Epidemiology of America. Accessed on-line November 14, 2007 at http://www.shea-online.org/ The specialization of Hospital Epidemiology has been replaced by Healthcare Epidemiology to reflect a broader practice context including acute care and community. 6 Adapted from Academy for Health Services Research and Policy in 2000. Accessed on-line July 2, 2008 at http://www.academyhealth.org/about/whatishsr.htm Foundation and Specialization Competencies February 2013-3
Population/Public Health definitions are adopted from the Canadian Institutes of Health Research (CIHR) Institute of Population and Public Health (IPPH) 7. IPPH supports research into: (a) the complex interactions (biological, social, cultural, environmental) that determine the health of individuals, communities, and global populations, and (b) the application of that knowledge to improve the health of both populations and individuals. Population health refers to a broad trans-disciplinary approach to understanding the fundamental determinants of human health, especially the interaction of physical and social environments with genetic predispositions, over the life-course, at both individual and community levels, in whole societies. Population health is fundamentally concerned with shifting the distribution of risk conditions and reducing inequity in this distribution. Public health is described as the science and art of promoting health, preventing disease, prolonging life and improving quality of life through the organized efforts of society 8. It primarily distinguishes itself from publicly funded health care at the clinical (one-on-one) level by focusing on the health of the population as a whole. Core public health functions include 9 : population health assessment, health promotion, disease and injury prevention, health protection, health surveillance, and emergency preparedness Essentially, the science (research content and methods) of public and population health are similar, but public health has traditions and standards of practice associated with it. Many people use the terms interchangeably. The goal of this specialization is to train transdisciplinary researchers who can work with policy-makers, program administrators and public health professionals to identify and study important social and physical determinants of health at the population level in Canada or globally, and who have the knowledge base and/or practical skills to design, carry out, and evaluate interventions to improve population health. 7 Canadian Institutes of Health Research: Institute of Population and Public Health (IPPH) accessed August 20, 2008 on-line at http://www.cihrirsc.gc.ca/e/12274.html 8 Last J. (Ed). A dictionary of epidemiology: 4th edition. Toronto: Oxford University Press, 2001. 9 Frank J. The future of public health in Canada: developing a Public Health System for the 21 st century. CIHR: Institute for Population and Public Health, 2003 (downloaded from http://www.cihr-irsc.gc.ca/e/19573.html.) Foundation and Specialization Competencies February 2013-4
A. Role as Researcher Foundation Competencies A.1 Understands and applies foundation biostatistical methods A1.1. Demonstrate understanding of statistical concepts through interpreting published results involving confidence intervals, significance tests and power. Demonstrate understanding of the role of random variation and the effects of sample size. Correctly interpret and apply basic graphical and tabular methods. A1.2 Compare two groups by conducting a statistical analysis of data from two groups (independent or matched) where the measurements are either categorical or continuous. Interpret findings and discuss their strengths and limitations in a report. A1.3 Analyse the relationship between two continuous variables using graphical and simple linear regression models. Interpret the findings and present results in a report. A1.4 Examine the joint effects of two explanatory variables on a categorical or continuous dependent variable. Apply appropriate tables, graphs and stratified analysis to explore associations. Take into account the potential for confounding and interaction. A1.5 Formulate and fit a multiple regression model incorporating two or more predictor variables. Examine the appropriateness of underlying assumptions taking corrective actions where indicated. Interpret the fitted model in relation to the objectives of the analysis. A1.6 Calculate sample size or power for a given study design involving one or two groups. Carry out calculations and report the findings. Take into account the practical implications for implementation of the study. A1.7 Demonstrate beginning skills using a statistical software program such as Stata or SPSS, including defining data types, selecting appropriate forms of analysis and interpreting the output in order to demonstrate the other learning outcomes. A.2 Demonstrates competency in the basic methods of descriptive and analytical epidemiology A2.1 Explain appropriate study designs to describe health problems; to investigate causal factors (personal or environmental) for *outbreaks, acute diseases (such as food poisoning), and chronic diseases (such as cardiovascular disease or cancer); and to evaluate the interventions and outcomes of treatment / interventions. A2.2 Given the relevant data, calculate measures of frequency and association. Interpret measures of disease occurrence (e.g. incidence), measures of association between exposures and disease (e.g. relative risk) and measures of public health impact (e.g. population attributable risk). Identify the designs for which the various calculations are appropriate. A2.3 Give examples of how the three major types of study bias (selection, information and confounding) may arise in a study using any of the principle designs and describe what impact they have on interpreting the results. Foundation and Specialization Competencies February 2013-5
A. Role as Researcher Foundation Competencies A2.4 Interpret the role of chance on the measure of effect and distinguish between statistical significance and public health/clinical significance. A2.5 Discriminate between effect modification and confounding. A2.6 Given the relevant data, calculate age-adjusted mortality and morbidity rates using the direct and indirect methods and interpret the result. A2.7 Assess the validity of a screening and/or diagnostic test by being able to explain and interpret the sensitivity and specificity, describe its relative usefulness in various populations (positive predictive value) and describe the criteria for deciding whether a population screening program is worthwhile. A2.8 Integrate/synthesize key competencies 1 through 5 to develop a defensible position about the validity and generalizability of an epidemiological estimate. A2.9 Describe models of causation underpinning the analysis of communicable and non-communicable disease patterning. A3 Understands the traditions, methods rigor and theoretical foundations of qualitative inquiry. A3.1 Describe the traditions of qualitative inquiry and potential research questions appropriate to each in population health research. A3.2 Critically appraise study design in proposals and/or published papers using the principles of methodological congruence and coherence. A3.3 Explain and provide examples of applying aspects of study rigor used in qualitative inquiry (as a starting point: verification, validation and validity trustworthiness, credibility, transferability, reflexivity). A3.4 Explain sampling strategies and sample size. A3.5 Identify the range of qualitative data collection techniques. A3.6 Describe the range of data analytic techniques. A3.7 Describe the approaches to data interpretation. A3.8 Demonstrate beginning skills in the use of analytic software (such as N6, AtlasTi or Ethnograph). A4 Understands the methods of survey research and their application to health services and population health research A4.1 Demonstrate skills in defining and refining research questions through literature review, choice of research methods and study designs. A4.2 Demonstrate skills in data collection techniques through selection of study design, sampling strategies, validity and reliability of survey instruments. Foundation and Specialization Competencies February 2013-6
A. Role as Researcher Foundation Competencies A4.3 Demonstrate skills in proposal writing, ethics review and project management. A5 Understands the contribution of the social and biological sciences to understanding the health of populations A5.1 Describe (Explain) the biological determinants that influence the health status of individuals and populations. A5.2 Describe (Provide examples of) the behavioural determinants that influence individual health behaviour, health status and utilization of health services. Identify (Explain) the psychological underpinnings of health leading to these determinants. A5.3 Demonstrate understanding of the social determinants of health, including: Describe (Explain) the social, economic and cultural factors that influence individual health behaviour, health status and utilization of health services. Identify the sociological, anthropological, economic and political science underpinnings of health leading to these determinants. Identify the role of cultural and social factors in communities, organizations and policy arenas that influence the social distribution of health. A5.4 Describe the main environmental determinants of health and disease and how knowledge of these factors can contribute to disease prevention. A6 Understands governance, operation, scope & funding of health systems in Canada (including systems for health care & public health) A6.1 Describe the policy frame governing health systems in Canada (e.g. 5 principles of Canada Health Act; health care as a Provincial responsibility; roles of Ministries of Health; public health acts). A6.2 Describe the current delivery of health services in Canada, including to: Identify basic scope of structural options employed by provinces and territories to organize and deliver services (e.g., regionalization; hospitals; community health facilities and district health boards; arrangements for 1 st Nations Health Care). *Describe the governance and management arrangements for delivery within the various structural options. Describe the range of health professionals responsible for providing care. A6.3 Describe the current system of financing health services in Canada. A6.4 Demonstrate understanding of Canadian Health Systems in a comparative context through identifying the basic spectrum of choices for the organization and financing of health systems or services internationally. A7 Understands the basic principles and concepts of population health data collections Foundation and Specialization Competencies February 2013-7
A. Role as Researcher Foundation Competencies A7.1 Describe current major causes of mortality and morbidity in Canada. Identify trends and projections among sub-groups including age, gender, ethnicity and socio-economic status (SES). A7.2 List the major administrative data collections (e.g. mortality collections) and their common uses. Identify their strengths and limitations for various purposes. A8 Critically read and appraise the research literature A8.1 Critically read and evaluate arguments in texts and journal articles relevant to Community Health Sciences. Apply this understanding to various aspects of research. A8.2 Critically appraise a research paper (qualitative, quantitative or both) in order to describe how a study was conducted and assess its weaknesses. Determine whether these affect interpretation of the results and the direction of any biases that might result. A. Role as a Researcher - Specialization Competencies Biostatistics 1. Evaluate and apply existing biostatistical methods appropriate to the context and purpose of collected data, and arrive at valid conclusions. 2. Review and synthesize literature critically from a biostatistical viewpoint. 3. Understand how biostatistics, epidemiology, and health research interrelate. 1. Develop original / new methodology or application of statistical methods 2. Perform independent research 3. Apply the conceptual framework underlying quantitative research methods to study design and analysis. 4. Adapt existing statistical methods and/or implement new methods as dictated by the needs of a particular problem. 5. Review and synthesize proposals critically from a biostatistical viewpoint. 6. Collaborate on the development of grant proposals, especially in the areas of study design and statistical analysis. Foundation and Specialization Competencies February 2013-8
A. Role as a Researcher - Specialization Competencies Community Rehabilitation & Disability Studies 1. Demonstrates interdisciplinary knowledge of content and research methods used within the thesis specialty area. 2. Critically appraise relevant published frameworks 3. Conduct a research project under supervision through a community rehabilitation & disability studies lens. 4. Understands and demonstrates ethical frameworks for professional and academic conduct in relation to vulnerable populations 1. Independently designs, completes and defends research that integrates sound theoretical frameworks and advanced methodologies appropriate to a study that focuses on community rehabilitation & disabilities issues. 2. Applies qualitative and/or quantitative design methods to produce novel findings & results that contribute to research policy, & practice. 3. Understands and demonstrates ethical frameworks for professional and academic conduct in relation to vulnerable populations Foundation and Specialization Competencies February 2013-9
A. Role as a Researcher - Specialization Competencies Epidemiology - Epidemiology 1. Conduct Analyses including: stratified analysis; direct and indirect standardization; access epidemiologic data to assess pop health, e.g., National Survey data, vital statistics data, health admin data (e.g., physician billing, hospital separations, reportable diseases, surveillance data sets) calculate population health indicators, e.g., infant versus perinatal mortality rate, life expectancy. life table analysis 2. Demonstrate competency in designing and conducting a research project using epidemiology methods. 3. Demonstrate a detailed and comprehensive knowledge of content as well as the specialized methods used within the thesis specialty area. Clinical Epidemiology 1. Demonstrate competency in designing and conducting a clinical epidemiology research project using appropriate methods. 2. Understand principles of meta-analysis and carry out a meta-analysis. - Epidemiology 1. Formulate and defend a research proposal appropriate for the study of a health problem, from an epidemiological perspective. 2. Independently complete an epidemiological research project. 3. Demonstrate creativity and originality in contributing to the state of knowledge in epidemiology. 4. Critically assess epidemiology research proposals. Foundation and Specialization Competencies February 2013-10
A. Role as a Researcher - Specialization Competencies Health Economics 1. Demonstrate a comprehensive and detailed knowledge of content as well as the research methods used within the thesis specialty area. 2. Design and conduct a research project on a health services research topic. 3. Apply relevant published frameworks and theories to thesis project. 1. Independently design, complete and defend research that integrates sound theoretical frameworks and advanced methodologies appropriate to the topic being studied. 2. Demonstrate a comprehensive knowledge of content as well as the appropriate methods used in the thesis research study. 3. Demonstrate understanding of research and analytic methods commonly applied in health economics research. 4. Demonstrate understanding of the range of health economics research applications (economic evaluation including cost-effectiveness and costbenefit analysis, decision analysis, stated preference methods including QALYS, contingent valuation and discrete choice experiments, appropriate econometric techniques etc) Health Services Research 1. Demonstrate a comprehensive and detailed knowledge of content as well as the research methods used within the thesis specialty area. 2. Design and conduct a research project on a health services research topic. 3. Apply relevant published frameworks and theories to thesis project. 1. Independently design, complete and defend research that integrates sound theoretical frameworks and advanced methodologies appropriate to the topic being studied. 2. Demonstrate a comprehensive knowledge of content as well as the appropriate methods used in the thesis research study. 3. Demonstrate understanding of quantitative and qualitative research methods commonly applied in health services research. 4. Demonstrate understanding of the range of health services research applications (policy, program planning and evaluation, health economics, health services utilization research, health outcomes etc) Foundation and Specialization Competencies February 2013-11
A. Role as a Researcher - Specialization Competencies Medical Education 1. Demonstrate a comprehensive and detailed knowledge of content as well as the research methods used within the thesis specialty area. 2. Conduct a research project under supervision on a medical education topic. 3. Apply relevant published frameworks and theories to thesis project. 1. Independently design, complete and defend research that integrates sound theoretical frameworks and advanced methods appropriate to the topic being studied. 2. Demonstrate understanding of quantitative and qualitative research methods typically applied in medical education research. Population/Public Health 1. Demonstrate a comprehensive and detailed knowledge of content as well as the research methods used within the thesis specialty area. 2. Conduct a research project through a population/public health lens. 3. Apply relevant published frameworks and theories to thesis project. 1. Independently design, complete and defend research that integrates sound theoretical frameworks and advanced methodologies appropriate to a study that focuses on the health of populations. 2. Demonstrate creativity and originality in contributing to the state of knowledge in population and public health. 3. Critically assess population and public health research proposals. Foundation and Specialization Competencies February 2013-12
B. Role as a Communicator Foundation Competencies B1 Describe theories and methods of knowledge transfer and dissemination. B2 Demonstrate effective written and oral communication in a range of contexts. B3 Given a study question and relevant data, appropriately present an oral or written report to summarise information relevant to the study question. B4 Demonstrate cultural awareness. Appreciate the need to communicate effectively across social groups in diverse cultures and sub-cultures. Understand cultural obstacles to effective communication. B5 Demonstrate information literacy through collecting and interpreting information from a variety of traditional and new technology sources. B6 Use information technology effectively to communicate, locate information and analyse data. B. Role as a Communicator - Specialization Competencies Biostatistics 1. Demonstrate skill in written, graphical, and oral communication, particularly in presentations to non-statistical specialists. 2. Demonstrate ability to communicate and work effectively with health researchers from a variety of disciplines to: elicit problems and issues frame problems in scientific terms advise on preferred research designs advise on methods of data management and statistical analysis skillfully interpret findings. Foundation and Specialization Competencies February 2013-13
B. Role as a Communicator - Specialization Competencies Community Rehabilitation & Disability Studies 1. Demonstrates skills in writing research & policy reports, manuscripts for peer review. 2. Delivers multi-media presentations to academic, professional, & community audiences. 3. Communicates and builds partnerships across disciplinary and sectoral boundaries. 4. Communicates research to policy audiences so that implementation is encouraged. 1. Demonstrate skills in writing research & policy reports, manuscripts for peer review. 2. Delivers multi-media presentations to academic, professional & community audiences. 3. Communicates and builds partnerships across disciplinary and sectoral boundaries. 4. Communicates research to policy audiences so that implementation is encouraged Epidemiology -no additions Health Economics Demonstrate skills in writing research protocols and reports and delivering oral presentations to academic, practitioner and community audiences. Skills in manuscript co-production also required. Demonstrate excellent skills in writing research reports and manuscripts for peer review, and in delivering oral presentations to academic, decisionand policy-maker and lay audiences. Foundation and Specialization Competencies February 2013-14
B. Role as a Communicator - Specialization Competencies Health Services Research Demonstrate skills in writing research protocols and reports and delivering oral presentations to academic, practitioner and community audiences. Skills in manuscript co-production also required. Demonstrate excellent skills in writing research reports and manuscripts for peer review, and in delivering oral presentations to academic and lay audiences. Medical Education Demonstrate above average skills in writing research papers and delivering oral presentations to academic audiences. Skills in manuscript coproduction are also required. Demonstrate excellent skills in writing research papers and manuscripts for peer review, and in delivering oral presentations to academic and lay audiences. Population/Public Health Demonstrate better than average skills in writing research reports and delivering oral presentations to academic audiences. Skills in manuscript co-production are also required. Demonstrate excellent skills in writing research reports and manuscripts for peer review, and in delivering oral presentations to academic and lay audiences. Foundation and Specialization Competencies February 2013-15
C. Role as a Scholar Foundation Competencies C1 Demonstrate teaching skills through seminar and class presentations. C2 Demonstrate mentoring skills through collaboration with other students and research project personnel. C3 Demonstrate awareness of ethics in research. C4. Demonstrate ability to disseminate research findings through publications in credible scholarly journals within CHS and/or specialization ( one manuscript as first author; three manuscripts as first author. These can be included in final thesis or dissertation.) C. Role as a Scholar - Specialization Competencies Biostatistics No additions Community Rehabilitation & Disability Studies Demonstrates ability to critically review the literature in a given area of community rehabilitation & disability studies and to identify research questions. 1. Generates research questions within a broad understanding of philosophy of science. 2. Demonstrates creativity and originality in contributing to the state of knowledge in community rehabilitation & disability studies. 3. Critically assess community rehabilitation & disability studies research proposals as peer reviewers. 4. Facilitates the learning of students and to the larger research community. Epidemiology Use epidemiologic methods to produce results for evidence-based decision making Foundation and Specialization Competencies February 2013-16
Health Economics Demonstrate ability to critically review the literature in a given area of health economics research and to identify research questions. Ability to assist in research design and implementation are also required 1. Use health economics research methods to produce novel findings and results for informing evidence based decision making. 2. Communicating research findings to decision-maker and policy audiences so that knowledge translation and uptake are encouraged. Health Services Research 1. Demonstrate ability to critically review the literature in a given area of health services research and to identify research questions. 2. Demonstrate ability to assist in designing and conducting research. 1. Use health services research methods to produce novel findings and results for evidence-based decision making. 2. Communicate research to policy audiences to encourage uptake of results. Medical Education 1. Demonstrate ability to critically review the literature in a given area of medical education and to identify research questions. 2. Communicate research to policy audiences so that uptake is encouraged. 3. Describe and apply important educational theories on teaching and learning 1. Demonstrate creativity and originality in contributing to the state of knowledge in medical education. 2. Communicate research to policy audiences so that uptake is encouraged. 3. Critically assess medical education research proposals and peer review manuscripts. 4. Facilitate the learning of students and others, as appropriate. Foundation and Specialization Competencies February 2013-17
Population/Public Health 1. Demonstrate ability to critically review the literature in a given area of population/public health and to identify research questions. 2. Design and conduct research that replicates or extends previous work. 1. Use population/public health methods to produce novel findings and results for evidence-based decision making. 2. Communicate research to policy audiences so that uptake is encouraged. 3. Able to design and conduct research that contributes to new knowledge. Foundation and Specialization Competencies February 2013-18
D. Role as a Collaborator Foundation Competencies D1 Facilitate group/team work and operate effectively as a member of a group or team. D2 Explain the rationale underpinning population-level approaches to health. D. Role as a Collaborator - Specialization Competencies Biostatistics -no additions Community Rehabilitation & Disability Studies Within participatory frameworks, build partnerships amongst consumers, communities, sectors, professions and academics that facilitate interprofessional and trans-disciplinary research and practice. Within participatory frameworks, build partnerships amongst consumers, communities, sectors, professions and academics that facilitate interprofessional and trans-disciplinary research and practice. Foundation and Specialization Competencies February 2013-19
D. Role as a Collaborator - Specialization Competencies Epidemiology - Epidemiology In the role as an epidemiologist as part of a multi-disciplinary research team, elicit problems and issues frame problems in scientific terms advise on appropriate research methods advise on methods of data collection and analysis, including statistical analyses interpret findings. Healthcare Epidemiology In the role as infection prevention and control practitioner as part of a multi-disciplinary team: elicit problems and issues frame problems in scientific terms advise on appropriate research methods advise on methods of data collection and analysis, including statistical analyses interpret findings. Health Economics Work as a team member in collaborative research projects 1. Identify and engage critical clinical, community and health system partners and stakeholders as collaborators. 2. Identify challenges and opportunities in partnership development and collaboration. 3. Demonstrate an ability to communicate and work effectively in interdisciplinary teams to: Identify clear research questions and appropriate designs Frame problems in scientific terms Advise on measurement issues, methods of data collection and analysis; and Assist in interpreting findings. Foundation and Specialization Competencies February 2013-20
D. Role as a Collaborator - Specialization Competencies Health Services Research Work as a team member in collaborative research projects 1. Identify and engage critical partners and stakeholders as collaborators. 2. Identify challenges and opportunities in partnership development and collaboration. 3. Demonstrate an ability to communicate and work effectively in interdisciplinary teams to : identify clear research questions and appropriate designs frame problems in scientific terms advise on measurement issues advise on methods of data collection and analysis, including statistical analyses assist in interpreting findings. Medical Education 1. Work as a team member in collaborative medical education research projects. 2. Exemplify leadership in medical education settings, and identify leadership challenges in health sciences. 1. Identify and engage critical partners and stakeholders as collaborators. 2. Identify challenges and opportunities in partnership development and collaboration. Population/Public Health Work as a team member in collaborative population/public health research projects. 1. Identify and engage critical partners and stakeholders as collaborators. 2. Identify challenges and opportunities in partnership development and collaboration. Foundation and Specialization Competencies February 2013-21
E. Role as a Research Project Manager Foundation Competencies E1 Demonstrate decision-making skills through using analytical, critical thinking and problem-solving. E2 Demonstrate ability to develop a project budget. E3 Demonstrate ability to manage human resources through development of job descriptions for project proposal and performance evaluation mechanisms/tools. E. Role as a Research Project Manager - Specialization Competencies Biostatistics No additions Community Rehabilitation & Disability Studies 1. Demonstrates knowledge of specialization from relevant disciplines, theoretical and research perspectives, methods and practices that lead to social transformation. 2. Implements intervention programs based on policy analysis, and/or further social inquiry. 3. Promotes innovative solutions to social problems that incorporate multiple partners, consumer participation, and transdisciplinary perspectives. 4. Coordinates interdisciplinary policy, research teams. 1. Designs and implements evaluation, policy, and intervention research from participatory and capacity building lens. 2. Implements ongoing inquiry and research processes to inform practice and policy. 3. Promotes innovative solutions to social problems that incorporate multiple partners, consumer participation, and trans-disciplinary perspectives. 4. Demonstrates ability to lead research projects from conception to completion and knowledge exchange. 5. Demonstrates knowledge of specialization from relevant disciplines, theoretical and research perspectives, methods and practices that lead to social transformation. 6. Operationalizes interdisciplinary policy, research teams. Foundation and Specialization Competencies February 2013-22
Epidemiology No additions Health Economics Implement research projects as advised by supervisor and/or research team. Contribute knowledge and experience as a team member. Can lead research projects from conception to completion and knowledge exchange Health Services Research Implement research projects as advised by supervisor and/or research team. Contribute knowledge and experience as a team member. Lead research projects from conception to completion and knowledge exchange Medical Education Implement research projects as advised by the supervisor and/or the research team. Contribute knowledge and experience as a team member. Demonstrate ability to lead research projects from conception to completion and knowledge exchange. Population/Public Health Implement research projects as advised by supervisor and/or the research team. Contribute knowledge and experience as a team member. Lead research projects from conception to completion and knowledge exchange. Foundation and Specialization Competencies February 2013-23