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Teaching Prevention 2020

3/2/2020 » 3/4/2020
Paul Ambrose Student Leadership Symposium-2020




CGP | Recommendations
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Curriculum Needs:

  • Recommendation 1: Develop ways to incorporate data analysis into the program, the implications of interpreting research and its impact on public health (PH) and policy, and use of technology to enhance field work.
    • Example 1a: A computer science course could be an alternative course to take instead of an intro PH course for students with a BSPH.
    • Example 1b: Require a technology course with statistical programing courses.

Continuing Education:

  • Recommendation 2a: Determine novel ways to incorporate grant writing into the curriculum such as the use of assignments, webinars, group mock grant applications, or applying for a real grant prior to graduation.

  • Recommendation 2b: Specify the importance of informatics and how it can be incorporated into the curriculum along with the development of leadership skills.
    • Example 2b: A master of science in PH is offered at Emory University and is specifically geared to PH Informatics. In addition, the Harvard School of Public Health developed an executive program called Leadership Strategies for Information Technology in Health Care. This advanced level program is specifically tailored to help health providers implement cost effective methods which involves information technology and the improvement of health care quality.

  • Recommendation 2c: Include required courses in grant writing, informatics, and leadership skills.
    • Example 2c: Population Management is a key leadership quality to obtain. As individual level health care shifts to the management of paying healthcare for a defined population, the need for more leadership roles has become evident for PH graduates.

 Student Enrollment:

  • Recommendation 3: There is a need for more underrepresented groups in public health programs. Gear programs to Native Hawaiian/Pacific Islander, American Indian/Alaskan Native and Hispanic/Latino populations.

  • Recommendation 4a: Program directors can increase sex/gender (identification to a certain sex) diversity within MPH Programs. One way is to offer and recruit more for dual degrees which is highly valued in the workforce, ultimately leading to higher level positions.
    • Example 4a: Advocate and promote more dual degrees such as the PharmD/MPH which may only require an additional 6-10 credits or 11-15 credits and may only take an additional 1 to 3 additional semesters to complete.

  • Recommendation 4b: MPH programs can identify whether they are actively recruiting for students who identify as lesbian, gay, bisexual, transgender, queer, intersex, and asexual (LGBTQIA). Programs can specifically offer an elective course on LGBTQIA and PH that is geared to the implications in a healthcare setting.

Graduation Requirements/Field Experience:

  • Recommendation 5a: Increase practicum administrative support and expand upon practicum opportunities in the PH workforce to include advocacy efforts.
    • Example 5a: The UCLA Fielding School of Public Health created an innovative program that would expose students to real-world advocacy efforts. The program is called the Public Health Training Program on Population Health Advocacy and is also known as Advocacy program. The Advocacy program trains students by incorporating them in community-based organizations (CBOs). The program runs for 9 months and engages students in community health issues ranging from health care access to poverty and violence. After the program requirements are fulfilled students can use the experience to fulfill his or her field study/practicum requirement.
  • Recommendation 5b: Incorporate tailored learning objectives and competencies for practicum and culminating experiences that include the use of advanced level analysis and evaluation specific to the PH department.

Working Status:

  • Recommendation 6a: Provide more programs in an appropriate format geared for people who work full-time. This is possible by increasing the availability of programs formatted in concentrated weekends which has decreased from 2000 to 2017, or through an innovative online classroom setting.
    • Example 6: The Milken Institute School of Public Health began a hybrid teaching method that allows graduate students to meet professors on an online platform. The program offers this format for up to 15 credits and allows for synchronous distance learning as well as asynchronous content by using interactive videos and multimedia coursework through the learning management system, 2GW.
  • Recommendation 6b: Encourage formal collaborations with governmental/local public health offices for professional PH workers to review MPH curricula to make changes relevant to the workforce. The curricula of the programs should consistently respond to community needs to ensure we are able to place the students in gainful employment and meet the health needs of the communities they serve.

Undergraduate PH Programs:

  • Recommendation 7a: Due to larger undergraduate class sizes there is indication of an increase in bachelor’s prepared students. Thus there is a need to adjust MPH curricula by offering advanced-level intro MPH classes for students who have a BA/BS in PH, so classes are challenging and can promote further growth.
    • Example 7a: According to key considerations from the Association of Schools and Programs of Public Health (ASPPH) there should be distinct and outlined differences between the MPH and BSPH or other undergraduate PH degree. MPH education should be specialized to relate to the professional work setting; this includes a rigorous and skills-based curriculum focused on specific program goals and objectives.
  • Recommendation 7b: Promote the option for MPH students with an undergraduate PH degree to communicate with an advisor to replace an introductory course with other departmental courses.
    • Example 7b: For instance, an undergraduate student who received a bachelor's degree in community health sciences with an emphasis in either public health or kinesiology may be able replace an introductory PH course with an interprofessional course.
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