scholarly journals Columbia University Master of Public Health Core Curriculum

2021 ◽  
pp. 003335492199916
Author(s):  
Samantha Garbers ◽  
Dana March ◽  
Julie Kornfeld ◽  
Sabrina R. Baumgartner ◽  
Maggie Wiggin ◽  
...  
Keyword(s):  
Public Health ◽  
Learning Strategies ◽  
Core Curriculum ◽  
Public Health Education ◽  
Similar Proportion ◽  
Columbia University ◽  
Student Survey ◽  
Learning Abilities ◽  
Master Of Public Health ◽  
The Core

Objectives Public health education must respond to 21st-century public health challenges in an ever-evolving landscape. We describe implementation and educational outcomes of the Columbia University Master of Public Health (MPH) Core (hereinafter, Core) curriculum since its inception. Methods This retrospective evaluation combined 6 years (2013-2018) of student survey data collected from students (N = 1902) on the structure and delivery of the Core curriculum to quantify implementation, student experience, and learning outcomes, both during study (Core Evaluation Survey [CES]) and after graduation (Graduate Exit Survey [GES]). We used χ2 tests and analysis of variance to compare outcomes across years, and we used McNemar tests to compare differences in outcomes from the same students at different time points. Results Of 1902 respondents to the CES, 1795 (94.4%) completed the Core curriculum. During the study period, 81.7% of students were able to integrate concepts across Core curriculum modules with ease; postgraduation, a similar proportion of respondents were able to apply Core curriculum content to departmental and certificate coursework and applied field experiences. On-time graduation rates were high (range, 85%-93%). Conclusions The high percentage of students who reported their ability to integrate concepts and who completed the Core during the study period likely reflected changes to teaching team structures, training, attention to inclusion and equity, and collaboration to implement active learning strategies. The Core curriculum meets its intended goals by providing critical learning abilities to support ongoing interdisciplinary work.

scholarly journals Disease Intervention Specialist Education for the Future: An Analysis of Public Health Curricula

2018 ◽  
Vol 133 (6) ◽  
pp. 738-748 ◽  
Author(s):  
William A. Mase ◽  
Andrew R. Hansen ◽  
Stacy W. Smallwood ◽  
Gulzar Shah ◽  
Angela H. Peden ◽  
...  
Keyword(s):  
Public Health ◽  
Core Curriculum ◽  
Public Health Education ◽  
Workforce Training ◽  
Academic Program ◽  
Master Of Public Health ◽  
Job Tasks ◽  
Intervention Specialist ◽  
Knowledge Competencies ◽  
Disease Intervention Specialist

Objectives: The objectives of this study were to (1) determine the degree of alignment between an existing public health curricula and disease intervention specialist (DIS) workforce training needs, (2) assess the appropriateness of public health education for DISs, and (3) identify existing curriculum gaps to inform future DIS training efforts. Methods: Using the iterative comparison analysis process of crosswalking, we compared DIS job tasks and knowledge competencies across a standard Council on Education for Public Health (CEPH)-accredited bachelor of science in public health (BSPH) and master of public health (MPH) program core curricula offered by the Georgia Southern University Jiann-Ping Hsu College of Public Health. Four researchers independently coded each DIS task and competency as addressed or not in the curriculum and then discussed all matches and non-matches between coders. Researchers consulted course instructors when necessary, and discussion between researchers continued until agreement was reached on coding. Results: The BSPH curriculum aligned with 75% of the DIS job tasks and 42% of the DIS knowledge competencies. The MPH core curriculum aligned with 55% of the job tasks and 40% of the DIS knowledge competencies. Seven job tasks and 9 knowledge competencies were considered unique to a DIS and would require on-the-job training. Conclusions: Findings suggest that an accredited public health academic program, grounded in CEPH competencies, could address multiple components of DIS educational preparation. Similar analyses should be conducted at other CEPH-accredited schools and programs of public health to account for variations in curriculum.

scholarly journals Assuring Public Health Professionals are Prepared for the Future: The UAB Public Health Integrated Core Curriculum

2005 ◽  
Vol 120 (5) ◽  
pp. 496-503 ◽  
Author(s):  
Donna J. Petersen ◽  
Mary E. Hovinga ◽  
Mary Ann Pass ◽  
Connie Kohler ◽  
R. Kent Oestenstad ◽  
...  
Keyword(s):  
Public Health ◽  
Health Education ◽  
Emergency Preparedness ◽  
Core Curriculum ◽  
Ethical Decision Making ◽  
Program Planning ◽  
Public Health Education ◽  
Health Administration ◽  
Community Based Interventions ◽  
Master Of Public Health

In response to calls to improve public health education and our own desire to provide a more relevant educational experience to our Master of Public Health students, the University of Alabama at Birmingham (UAB) School of Public Health designed, developed, and instituted a fully integrated public health core curriculum in the fall of 2001. This curriculum combines content from discipline-specific courses in biostatistics, environmental health, epidemiology, health administration, and the social and behavioral sciences, and delivers it in a 15 credit hour, team-taught course designed in modules covering such topics as tobacco, infectious diseases, and emergency preparedness. Weekly skills-building sessions increase student competence in data analysis and interpretation, communication, ethical decision-making, community-based interventions, and policy and program planning. Evaluations affirm that the integrated core is functioning as intended: as a means to provide critical content in the core disciplines in their applied context. As public health education continues to be debated, the UAB public health integrated core curriculum can serve as one model for providing quality instruction that is highly relevant to professional practice.

scholarly journals Master of public health practicum: Global trends and current practices.

2020 ◽  
Author(s):  
Hannah Gummeson ◽  
Sonika Raj Goel ◽  
Khalifa Elmusharaf
Keyword(s):  
Public Health ◽  
Health Education ◽  
Experiential Learning ◽  
Best Practices ◽  
Best Practice ◽  
Public Health Education ◽  
Health Programs ◽  
Public Health Programs ◽  
Master Of Public Health ◽  
Study Results

Abstract Background The field of graduate public health (GPH) education currently lacks clear, universal criteria for the integration of practice-based elements into the curriculum. The concept of the ‘practicum’ is well endorsed and there is a growing recognition that experiential learning is a crucial aspect of career development for the next generation of public health professionals, benefiting not only students, but also the profession and communities it serves. However, many leading academic institutions continue to emphasize research over experiential learning in public health, making practicums much less commonplace in education centers across the globe. Methods The purpose of this research was to review global best practices in graduate public health program design in order to identify commonalities and use the findings to inform practicum development.Data collection for this research was entirely web-based. Practicum guidelines from a globally diverse sample of graduate public health programs were reviewed. Data was compiled from universities’ websites and available online sources and collated into an Excel file. Descriptive statistics were computed for each study variable.Results We screened 108 graduate public health programs and 35 eligible programs were included in the study. Results were reported according to prerequisites & practicum scheduling, practicum contact hours & duration, credit hours & overall credit weighting, competencies, supervision, written agreement, objectives & deliverables, and approach to assessment. This research resulted in 13 recommendations intended to guide graduate public health practicum design. Based on the analysis of current best practice, the recommendations address the following four key domains: practicum design, mentorship & supervision, learning outcomes and evaluation. Conclusions This research demonstrates a global recognition of the benefit of practice experience in graduate public health education. However, the integration of practical components into curricula is inconsistent when viewed through a global lens. There is also significant variation in the structure of existing practical components. We propose that this study be utilized as a tool spark a global dialogue about best practices in graduate public health education through the identification common practices and opportunities for improvement.

Measures of Success: Exploring Student Approaches to Learning Public Health

2018 ◽  
Vol 4 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Miryha Gould Runnerstrom ◽  
Thrissia Koralek
Keyword(s):  
Public Health ◽  
Student Perceptions ◽  
Learning Strategies ◽  
Approaches To Learning ◽  
Public Health Education ◽  
Course Content ◽  
Student Approaches To Learning ◽  
Public Health Challenges ◽  
Definition Of Success ◽  
Definition Of

The goal of public health education consists of equipping competent future public health professionals with the skills necessary to effectively convert knowledge to meet current and future public health challenges. Although great focus has been placed on topics and skills that are relevant to undergraduate degree curricula in public health, little effort has been directed at identifying student perceptions about metacognitive strategies that best help them learn and recall public health skills or ideas. There is also little investigation of factors that contribute to students’ success in the field of public health. The purpose of this article is threefold: first, to describe common themes and gaps pertaining to public health undergraduates’ awareness of potent learning strategies; second, to characterize students’ definition of success in the field of public health; and third, to provide instructors with valuable information that may be used to enhance the design of classroom learning environments, course content, content delivery methods, and course assessments.

Comparing Student Learning, Satisfaction, and Experiences Between Hybrid and In-Person Course Modalities: A Comprehensive, Mixed-Methods Evaluation of Five Public Health Courses

2020 ◽  
pp. 237337992096366
Author(s):  
Elizabeth Reisinger Walker ◽  
Delia L. Lang ◽  
Melissa Alperin ◽  
Milkie Vu ◽  
Caroline M. Barry ◽  
...  
Keyword(s):  
Public Health ◽  
Mixed Methods ◽  
Student Learning ◽  
Response Rate ◽  
Public Health Education ◽  
Lessons Learned ◽  
Master Of Public Health ◽  
Learning Satisfaction ◽  
Mixed Methods Evaluation ◽  
Student Focus

Schools and programs of public health are expanding online course offerings, particularly in response to the transition to remote learning due to COVID-19. While previous research in the health professions suggests that online and in-person modalities are equally effective in supporting student learning, there is minimal evidence of this in public health education. This evaluation examines the effectiveness of newly developed online or hybrid course sections offered to Master of Public Health (MPH) and Master of Science in Public Health (MSPH) students enrolled in on-campus programs. We compared the effectiveness of these new offerings with that of the on-campus in-person courses and hybrid courses in the Executive MPH program. The purposes of this mixed-methods evaluation were to (1) assess student learning across the three course modalities and (2) examine student, instructor, and staff experiences with the modalities. The data included pre- and postcourse student surveys on 17 sections of five courses (precourse response rate: 51% to 98%; postcourse response rate: 12% to 57%), the participating students’ grades, five student focus groups, one focus group with academic advisors, and 11 instructor interviews. The findings indicate that the new online modality was equivalent to the in-person sections for student learning, satisfaction, and engagement. Mean student ratings of confidence in meeting the course learning objectives increased from the beginning to the end of the semester in all sections for all courses. Regardless of the modality, the students reported that the course improved their understanding of key concepts and that they were satisfied with their course. We discuss the lessons learned and recommendations for ensuring high-quality online learning experiences.

Transformational Learning in Undergraduate Public Health Education: Course Design for Generation Z

2017 ◽  
Vol 4 (2) ◽  
pp. 95-100 ◽  
Author(s):  
Jolynn K. Gardner ◽  
Cynthia Ronzio ◽  
Anastasia Snelling
Keyword(s):  
Public Health ◽  
Health Education ◽  
Service Learning ◽  
Learning Strategies ◽  
Course Design ◽  
Public Health Education ◽  
Community Partner ◽  
Community Based ◽  
Generation Z ◽  
Undergraduate Public Health

Community partnerships provide an invaluable and practical teaching opportunity for undergraduate public health education programs. This is especially true when working with Generation Z students who desire meaningful, effective learning experiences. The continued strong interest of Generation Z undergraduates in public health and health promotion, combined with their skills and learning preferences, provides a strong rationale for utilization of community-based learning strategies. It could be argued, however, that programs must go beyond providing service learning and reflection opportunities. Indeed, experiential learning has come under criticism for lack of engagement with community-based organizations served by students and a lack of evidence on the quality or utility of the “services” provided. In this light, we constructed a transformational model of learning, where students complete tangible, timely projects with community partner organizations. In this model, all parties benefit: The students experience an often-profound learning opportunity through project execution; the community partners benefit from the skills, insight, time, and talents of the students; and the undergraduate program is able to assess a novel marker of student achievement—evaluation of a real-world application of public health skills and knowledge.

Using Active Learning Strategies Linked to CBPR Principles in a Semester-Long Class Project to Teach Qualitative Research Methods in Public Health

2018 ◽  
Vol 5 (1) ◽  
pp. 36-44 ◽  
Author(s):  
Kerstin M. Reinschmidt ◽  
Paula Maez ◽  
Joseph E. Iuliano ◽  
Brittany M. Nigon
Keyword(s):  
Public Health ◽  
Active Learning ◽  
Learning Strategies ◽  
Community Based Participatory Research ◽  
Public Health Education ◽  
Innovative Teaching ◽  
Class Project ◽  
University Support ◽  
Active Learning Strategies ◽  
Learning Principles

The use of active learning strategies to engage students in public health education has shown to be effective in promoting meaningful learning experiences. These educational approaches include inquiry- or problem-based, and group-based learning that allow for deeper understanding and internalization of the content material. This type of active learning can extend into the community by applying community-based participatory research (CBPR) principles. Using CBPR can engage both the community and the students on a project, thus benefiting all parties involved. This article describes the components of a class project that linked the active learning strategies of inquiry and group-based learning to CBPR principles as an innovative teaching approach in public health. The design and implementation of the class project is conceptualized in four activity types: (1) engaging the community, (2) working with students, (3) conducting behind the scenes work, and (4) bringing the students and the community together. The project demonstrates the benefits of using CBPR principles in conjunction with active learning principles. It also provides recommendations to public health instructors in higher education, which include the requirements of instructors’ established relationship with the community, commitment to project coordination, flexibility regarding project implementation and class time, and university support for sustaining innovative teaching efforts.

Realigning the Master of Public Health (MPH) to Meet the Evolving Needs of the Workforce

2017 ◽  
Vol 4 (4) ◽  
pp. 301-311 ◽  
Author(s):  
Lisa M. Sullivan ◽  
Amanda Velez ◽  
Vanessa Boland Edouard ◽  
Sandro Galea
Keyword(s):  
Public Health ◽  
Public Health Education ◽  
Educational Technologies ◽  
Student Debt ◽  
Job Market ◽  
Master Of Public Health ◽  
Boston University ◽  
Public Health Professionals ◽  
Changing Economy ◽  
And Training

Graduate public health education is evolving rapidly as a function of complex and interrelated factors including rising student debt, a changing economy and job market, varied perceptions of the value of higher education, and new educational technologies affecting how courses and programs are delivered. At the same time, employers are seeking more highly trained public health professionals across a broader range of industries including, but not limited to, government, health care, pharmaceutical, consulting, and education. We redesigned the Boston University Master of Public Health (BU MPH) curriculum to provide students with integrated foundational knowledge; specialized skills and training in key areas sought after by employers across industries and functions; and activities to build student’s professional capabilities and confidence. The BU MPH, detailed in this article, provides an illustration of an MPH that is interdisciplinary, flexible, and adaptable to meet the changing needs of the workforce.

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