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11/16/2014
APTR Council of Graduate Programs in Public Health Meeting

11/17/2014
APTR Public Health Learning Modules Presentation at APHA Annual Meeting

3/15/2015 » 3/17/2015
Teaching Prevention 2015: Connect. Motivate. Educate. Transform.

Featured Members
Sabrina Neeley PhD, Wright State University MPH ProgramTeaching Prevention 2015 Program Planning Chair
Patrick Remington MD MPH, University of Wisconsin-Madison, School of Medicine & Public HealthAssociate Dean for Public Health and Professor of Population Health Sciences

Call for Abstracts Open

Healthy People Curriculum Task Force

APTR Healthy People Curriculum Task Force

The APTR Healthy People Curriculum Task Force represents eight prominent health professional education associations that have collaborated since 2002 to implement the educational objectives of Healthy People 2010 and 2020 and to collect data for objectives:

  • ECBP-12-18: "Increase the inclusion of core clinical prevention and population health content in health professions education."
  • ECBP-19: "Increase the proportion of  academic institutions with health professions education programs whose  prevention curricula include interprofessional educational experiences.

Convening Member

Association for Prevention Teaching and Research 

Member Organizations     

American Association of Colleges of Nursing

American Association of Colleges of Osteopathic Medicine

American Association of Colleges of Pharmacy 

American Dental Education Association    

Association of American Medical Colleges  

Association of Schools of Allied Health Professions

National Organization of Nurse Practitioner Faculties

Physician Assistant Education Association      

Resource Organizations

Community-Campus Partnerships for Health

Association of Schools and Programs of Public Health

Clinical Prevention and Population Health Curriculum Framework

The Clinical Prevention and Population Health Curriculum Framework (Framework) is a product of the APTR Healthy People Curriculum Task Force. The Framework provides a common core of knowledge for clinical health professions about individual and populationā€oriented prevention and health promotion efforts. Health professions educators are encouraged to review their curricula and/or requirements to ensure they include elements of the Framework.  

The Framework provides a:

  • content outline that is compatible with a range of learning outcomes or competencies as determined by each health profession, 
  • structure for organizing and monitoring curriculum,
  • structure for communicating within and among health professions.

This third version of the Framework consists of 4 components  and 23 domains, with each domain including topic areas and illustrative examples.

The Framework is the first major outcome of the Task Force and was featured in the December 2004 and February 2011 issues of the American Journal of Preventive Medicine.  It provides a structure for organizing curriculum, monitoring curriculum, and communicating within and between disciplines and is designed to serve as a guideline for student education in the clinical health professions represented on the Task Force.  Version 3 of the Framework consists of four components:

  1. Foundations of Population Health
  2. Clinical Preventive Services and Health Promotion
  3. Clinical Practice and Population Health
  4. Health Systems and Health Policy

The full Curriculum Framework includes a total of 23 domains under the four components. Topic areas and examples related to each domain are provided.

Each participating clinical health profession discipline is encouraged to review its curriculum requirements and recommendations and determine which of the 23 domains it wishes to recommend to or require of its constituent schools and degree programs. A variety of methods may be utilized for teaching the four components and integrating them into degree programs including use of service-learning and problem-based case studies. Synthesis of the four components of the Curriculum Framework is highly desirable.  The professions are encouraged to address student evaluation in order to ensure basic levels of competency.

Additional Resources for Interprofessional Prevention Education >>

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