Masters MPH Degree in Public Health Core Competency Development Project 20042006: Review for Global - PowerPoint PPT Presentation

Loading...

PPT – Masters MPH Degree in Public Health Core Competency Development Project 20042006: Review for Global PowerPoint presentation | free to download - id: 227095-ZDc1Z



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Masters MPH Degree in Public Health Core Competency Development Project 20042006: Review for Global

Description:

... now is the time to start thinking about a review process as well as how to fund it ... evidence-based biological and molecular concepts to inform public ... – PowerPoint PPT presentation

Number of Views:76
Avg rating:3.0/5.0
Slides: 35
Provided by: asph
Learn more at: http://www.asph.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Masters MPH Degree in Public Health Core Competency Development Project 20042006: Review for Global


1
Masters (MPH) Degree in Public Health Core
Competency Development Project (2004-2006)
Review for Global Health Competency
Conference September 25, 2009
  • Dean Stephen M. Shortell, PhD, MPH
  • Former Chair, ASPH Education Committee

2
MPH Core Competency Development Project…Why?
  • Increased emphasis on accountability
  • Proliferation of competency-based training in
    public health
  • Challenges of 21st century practice
  • Recommendations by important national
    organizations (e.g. IOM)
  • Increasing incorporation of competencies into
    accreditation
  • Development of National Board of Public Health
    Examiners (NBPHE)

3
(No Transcript)
4
Two-Phased Process
  • Phase 1 (2004-2005)
  • Discipline-specific Competency Identification and
    Specification
  • (Five core competencies)
  • Phase 2 (2005-2006)
  • Interdisciplinary/Cross-cutting Competency
    Identification and Specification
  • (Seven core competencies)

5
Core Competency Model Graphic Model
6
  • Discipline-Specific Competencies
  • These are core competencies that every MPH
    student should be able to demonstrate upon
    graduation regardless of major or area of
    specialization. (n5)
  • Interdisciplinary/Cross-Cutting Competencies
  • These are core competencies that are
    increasingly important for every MPH student be
    able to demonstrate upon graduation regardless of
    major or area of specialization. (n7)

7
Workgroups Charge
  • Each workgroup identified eight to ten
    sub-competencies (KSOs knowledge, skills, and
    other characteristics) critical to indicating
    accomplishment of the core competency.

8
Aims
  • An integrated set of core MPH competencies with
  • five basic PH science competencies, and
  • seven cross-cutting competencies
  • The set is intended to serve as a resource and
    guide
  • ASPH does not prescribe the methods nor processes
    for achievement
  • Competencies respect the uniqueness and diversity
    of schools and programs.
  • The set will be relevant for all students, upon
    graduation, regardless of area of specialization

9
(No Transcript)
10
(No Transcript)
11
Process Summary Data
  • 400 faculty and practice partners participating
  • Five discipline-specific and seven cross-cutting
    competencies in two domains (disciplinary and
    interdisciplinary/cross-cutting)
  • 119 core competencies overall
  • Modified Delphi response rates were 91 for the
    disciplinary and 85 for the interdisciplinary/cro
    ss-cutting

12
Competency ID Specification Process (Applies
to Both Phase 1 2)
Workgroup Identification Specification
  • Core Competency Council
  • (workgroup chairs made up of academic
    representatives practitioners)

Steering Committee Education Committee Leadership
  • ASPH Membership Practice Community
  • 1) Education Committee Workshop
  • 2) Associate Deans Retreat
  • 3) Deans Retreat
  • ASPH Board of Directors

13
Important Components of the Process
  • Geared towards all MPH graduates, regardless of
    specialty area, background, or job trajectory
  • Built upon work of the Council on Linkages, CDC,
    member schools, etc.
  • Involvement of ASPH faculty experts,
    practitioners, and program reps
  • Use of nominal group processes (e.g. Delphi
    Technique)
  • An understanding that the sub-competencies
    grouped under any competency (e.g. epidemiology)
    are not necessarily taught in a single course

14
Suggestions for How the MPH Competencies Inform
This Process
  • Treat the MPH competencies as foundational to
    this process they represent the core set of
    competencies for all graduates
  • Review the MPH competencies for competency gaps
    that GH-focused students might need to acquire
  • Assure there is no overlap/duplication between
    the broad MPH competencies and the specialized GH
    competencies
  • Use the finalized GH-focused competencies as a
    supplement to the core MPH competencies

15
Next Steps for Revision of the MPH Core
Competencies
  • Since competency models have a three to five-year
    lifespan, now is the time to start thinking about
    a review process as well as how to fund it
  • John Finnegan is undertaking a survey of the
    competencies among the schools this study will
    inform the MPH revision effort

16
  • Cross-cutting
  • Competencies

17
Communication and Informatics
  • The ability to collect, manage and organize data
    to produce information and meaning that is
    exchanged by use of signs and symbols to gather,
    process, and present information to different
    audiences in-person, through information
    technologies, or through media channels and to
    strategically design the information and
    knowledge exchange process to achieve specific
    objectives. 
  • Describe how the public health information
    infrastructure is used to collect, process,
    maintain, and disseminate data.
  • Describe how societal, organizational, and
    individual factors influence and are influenced
    by public health communications.
  • Discuss the influences of social, organizational
    and individual factors on the use of information
    technology by end users.

18
Communication and Informatics (Cont.)
  • Apply theory and strategy-based communication
    principles across different settings and
    audiences.
  • Apply legal and ethical principles to the use of
    information technology and resources in public
    health settings.
  • Collaborate with communication and informatics
    specialists in the process of design,
    implementation, and evaluation of public health
    programs.

19
Communication and Informatics (Cont.)
  • Demonstrate effective written and oral skills for
    communicating with different audiences in the
    context of professional public health activities.
  • Use information technology to access, evaluate,
    and interpret public health data.
  • Use informatics methods and resources as
    strategic tools to promote public health.
  • Use informatics and communication methods to
    advocate for community public health programs and
    policies.

20
Diversity and Culture
  • The ability to interact with both diverse
    individuals and communities to produce or impact
    an intended public health outcome.
  • Describe the roles of, history, power, privilege
    and structural inequality in producing health
    disparities.
  • Explain how professional ethics and practices
    relate to equity and accountability in diverse
    community settings.
  • Explain why cultural competence alone cannot
    address health disparity.
  • Discuss the importance and characteristics of a
    sustainable diverse public health workforce.

21
Diversity and Culture (Cont.)
  • Use the basic concepts and skills involved in
    culturally appropriate community engagement and
    empowerment with diverse communities.
  • Apply the principles of community-based
    participatory research to improve health in
    diverse populations.
  • Differentiate among availability, acceptability,
    and accessibility of health care across diverse
    populations.
  • Differentiate between linguistic competence,
    cultural competency, and health literacy in
    public health practice.

22
Diversity and Culture (Cont.)
  • 9. Cite examples of situations where
    consideration of culture-specific needs resulted
    in a more effective modification or adaptation of
    a health intervention.
  • 10. Develop public health programs and strategies
    responsive to the diverse cultural values and
    traditions of the communities being served.

23
Leadership
  • The ability to create and communicate a shared
    vision for a changing future champion solutions
    to organizational and community challenges and
    energize commitment to goals.
  • Describe the attributes of leadership in public
    health.
  • Describe alternative strategies for collaboration
    and partnership among organizations, focused on
    public health goals.
  • Articulate an achievable mission, set of core
    values, and vision.
  • Engage in dialogue and learning from others to
    advance public health goals.

24
Leadership (Cont.)
  • Demonstrate team building, negotiation, and
    conflict management skills.
  • Demonstrate transparency, integrity, and honesty
    in all actions.
  • Use collaborative methods for achieving
    organizational and community health goals.
  • Apply social justice and human rights principles
    when addressing community needs.
  • Develop strategies to motivate others for
    collaborative problem solving, decision-making,
    and evaluation.

25
Professionalism
  • The ability to demonstrate ethical choices,
    values and professional practices implicit in
    public health decisions consider the effect of
    choices on community stewardship, equity, social
    justice and accountability and to commit to
    personal and institutional development.
  • Discuss sentinel events in the history and
    development of the public health profession and
    their relevance for practice in the field.
  • Apply basic principles of ethical analysis (e.g.
    the Public Health Code of Ethics, human rights
    framework, other moral theories) to issues of
    public health practice and policy.
  • Apply evidence-based principles and the
    scientific knowledge base to critical evaluation
    and decision-making in public health.
  • Apply the core functions of assessment, policy
    development, and assurance in the analysis of
    public health problems and their solutions.

26
Professionalism (Cont.)
  • Promote high standards of personal and
    organizational integrity, compassion, honesty and
    respect for all people.
  • Analyze determinants of health and disease using
    an ecological framework.
  • Analyze the potential impacts of legal and
    regulatory environments on the conduct of ethical
    public health research and practice.
  • Distinguish between population and individual
    ethical considerations in relation to the
    benefits, costs, and burdens of public health
    programs.

27
Professionalism (Cont.)
  • 9. Embrace a definition of public health that
    captures the unique characteristics of the field
    (e.g., population-focused, community-oriented,
    prevention-motivated and rooted in social
    justice) and how these contribute to professional
    practice.
  • Appreciate the importance of working
    collaboratively with diverse communities and
    constituencies (e.g. researchers, practitioners,
    agencies and organizations).
  • Value commitment to lifelong learning and
    professional service including active
    participation in professional organizations.

28
Program Planning
  • The ability to plan for the design, development,
    implementation, and evaluation of strategies to
    improve individual and community health.
  • Describe how social, behavioral, environmental,
    and biological factors contribute to specific
    individual and community health outcomes.
  • Describe the tasks necessary to assure that
    program implementation occurs as intended.
  • Explain how the findings of a program evaluation
    can be used.
  • Explain the contribution of logic models in
    program development, implementation, and
    evaluation.

29
Program Planning (Cont.)
  • Differentiate among goals, measurable objectives,
    related activities, and expected outcomes for a
    public health program.
  • Differentiate the purposes of formative, process,
    and outcome evaluation.
  • Differentiate between qualitative and
    quantitative evaluation methods in relation to
    their strengths, limitations, and appropriate
    uses, and emphases on reliability and validity.
  • Prepare a program budget with justification.
  • In collaboration with others, prioritize
    individual, organizational, and community
    concerns and resources for public health
    programs.
  • Assess evaluation reports in relation to their
    quality, utility, and impact on public health.

30
Public Health Biology
  • The ability to incorporate public health biology
    the biological and molecular context of public
    health into public health practice.
  • Specify the role of the immune system in
    population health.
  • Describe how behavior alters human biology.
  • Identify the ethical, social and legal issues
    implied by public health biology.
  • Explain the biological and molecular basis of
    public health.

31
Public Health Biology (Cont.)
  • Explain the role of biology in the ecological
    model of population-based health.
  • Explain how genetics and genomics affect disease
    processes and public health policy and practice.
  • Articulate how biological, chemical and physical
    agents affect human health.
  • Apply biological principles to development and
    implementation of disease prevention, control, or
    management programs.
  • Apply evidence-based biological and molecular
    concepts to inform public health laws, policies,
    and regulations.
  • Integrate general biological and molecular
    concepts into public health.

32
Systems Thinking
  • The ability to recognize system level properties
    that result from dynamic interactions among human
    and social systems and how they affect the
    relationships among individuals, groups,
    organizations, communities, and environments.
  • Identify characteristics of a system.
  • Identify unintended consequences produced by
    changes made to a public health system.
  • Provide examples of feedback loops and stocks
    and flows within a public health system.
  • 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.

33
Systems Thinking (Cont.)
  • Explain how systems models can be tested and
    validated.
  • Explain how the contexts of gender, race,
    poverty, history, migration, and culture are
    important in the design of interventions within
    public health systems.
  • Illustrate how changes in public health systems
    (including input, processes, and output) can be
    measured.
  • Analyze inter-relationships among systems that
    influence the quality of life of people in their
    communities.

34
Systems Thinking (Cont.)
  • Analyze the effects of political, social and
    economic policies on public health systems at the
    local, state, national and international levels.
  • Analyze the impact of global trends and
    interdependencies on public health related
    problems and systems.
  • Assess strengths and weaknesses of applying the
    systems approach to public health problems.
About PowerShow.com