Departmental Assessment Update - Medicine Report
Department: Public Health Sciences and Epidemiology
Program: MPH & MS
Level: Graduate
1. List in detail your graduate Student Learning Outcomes (SLOs) for each degree/certificate offered.
The program’s MPH core competencies are structured around those developed by the Public Health Faculty/Agency Forum project funded by the Health Resources and Services Administration. By graduation MPH students must demonstrate ability to apply public health prospective, knowledge and skill in the areas of cultural understanding, communication, policy development, program planning, critical analysis, and public health practice perspectives. The level of mastery of these core competencies will vary depending on the area of specialization. The program core competencies are listed below. Analytic Skills (AS) AS1 Define a public health problem. AS2 Determine appropriate use of data and statistical methods. AS3 Collect and summarize data relevant to an issue. AS4 Evaluate the quality and comparability of data and identify gaps in data sources. AS5 Describe how data illuminate ethical, political, scientific, economic, and overall public health issues. AS6 Identify research designs used in public health, including advantages and flaws of specific designs, and determine designs appropriate to specific needs. Communication Skills (CO) CO1 Communicate effectively with professional and lay audiences both in writing and orally (unless a disability precludes oral communication). CO2 Solicit input from individuals and organizations. CO3 Advocate for public health programs and resources. CO4 Work effectively in a team environment. Policy-Development And Program-Planning Skills (PP) PP1 Relate historical development and structure of local, state, and federal public health agencies to current public health practice issues, policies and program development. PP2 Identify the feasibility and expected health, fiscal, administrative, legal, social and political implications of policy or program options. PP3 Develop a plan to implement a policy or program, including goals, outcome and process objectives, implementation strategies, mechanisms to monitor and evaluate programs for their effectiveness, and budget. Cultural Skills (CS) CS1 Interact sensitively, effectively and professionally with persons from diverse cultural, socioeconomic and professional backgrounds. CS2 Identify the role of cultural, social, and behavioral factors in determining disease, disease prevention, health-promoting behavior, and medical service organizations and delivery. CS3 Develop and adapt approaches to problems that take into account cultural differences. Basic Public Health Skills (PHS) PHS1 Define, assess, and describe the health status of populations, determinants of health and illness, factors contributing to health promotion and disease prevention and factors influencing the use of health services. PHS2 Apply the basic public health skills from behavioral and social sciences, biostatistics, epidemiology, and environmental health to design/evaluate programs/policies to improve health. PHS3 Demonstrate mastery of access and use of public health literature. PHS4 Use advanced computer skills as appropriate Epidemiology MPH Competencies E1. Identify the epidemiological dimensions of the major causes of morbidity and mortality regionally, nationally and internationally with particular emphasis on chronic and infectious disease. E2. Identify public health practices for disease control including surveillance, screening, and outbreak investigation. E3. Identify practices for disease detection including the use of biomarkers, and molecular biology. E4. Demonstrate proficiency in computer based data collection, management, and analysis using major statistical software and fundamental strategies for biostatistical analysis. E5. Apply appropriate statistical tests for parametric and non-parametric settings and identify advanced statistical methods for analyzing both nominal and continuous data, for both univariate and multivariate applications. E6. Demonstrate skills in the conduct of epidemiologic research: a. Critically assess epidemiologic data and literature. b. Write an epidemiologic research proposal. c. Devise sampling protocols and design questionnaires. d. Develop a plan for survey logistics and data quality control. e. Evaluate, interpret and discuss research results in the format required for an epidemiologic research report. Epidemiology MS Competencies In addition to each specialization’s respective objectives, learning objectives for MS students include the following: EMS1. Demonstration of an understanding of epidemiologic-specific theoretical constructs, research design, research methodology, and analytic strategies. EMS2 Participation in an original research project that makes a contribution to the body of knowledge in epidemiology. Social Behavioral Health Sciences MPH Competencies SBHS1 Identify and assess determinants of individual, community, and population health, including cultural, social, and biobehavioral factors contributing to health related behaviors. SBHS2 Apply theoretical perspectives in analyzing the behavioral, cultural, and ethical dimensions of community health problems. SBHS3 Identify a range of individual, interpersonal and community-wide health promotion and disease prevention models and strategies. SBHS4 Assess needs and plan interventions based on identified needs. SBHS5 Evaluate interventions (e.g., programs and policies) to determine impact and identify areas of improvement MS in Epidemiology: MSE1: Demonstration of an understanding of epidemiologic-specific theoretical constructs, research design, research methodology, and analytic strategies. MSE2: Participation in an original research project that makes a contribution to the body of knowledge in epidemiology MS in Social and Behavioral Health Sciences: MSS1: Develop a study protocol detailing research questions, sampling strategies, and quantitative and/or qualitative research methods. MSS2: Use the scientific method to design, conduct and report on a study on a question concerning the social and behavioral health sciences.
2. Where are these SLOs published (e.g., departmental web page)?
Department webpage & student handbook.
3. Explain how your SLOs map onto your curriculum, i.e., how does your program of graduate studies produce the specific SLOs in your students?
Adult learning theory and problem-based learning will be used to ensure that graduates develop the skills to become self-directed learners. The three competency domains include analytical skills, communication skills, policy development and program planning, cultural skills, and basic public health skills. The SLO are all addressed through required courses in the curriculum. The matrix below shows where each of these learning objectives is taught. PH 602 623 655/656 663 681 649 660 699 765 791 AS1 x x x x x x x AS2 x x x x x AS3 x x x x x AS4 x x AS5 x x AS6 x x x x CO1 x x x x x CO2 x x x x CO3 x x x x CO4 x x x x PP1 x x x x x PP2 x x x x PP3 x CS1 x x x x CS2 x x x x CS3 x x x x PHS1 x x x PHS2 x x PHS3 x x x PHS4 x x x Additional MS competencies are addressed in the thesis.
4. What population(s) is covered by your assessment(s)?
All students enrolled in the MPH and MS in public health are covered in the assessments described in this document.
5. Please list/describe all the assessment events and devices used to monitor graduate student progress through the program. Consider the following questions:
A. Written exams, usually multiple choice, are the main basis for grades in our courses. These are constructed, as much as possible, using questions with which we have prior experience. They are intended to define a minimal competence in the subject matter of each course. Together with other behaviors defined by the instructor (class participation, reviewing a classic or recent paper, literature review paper, etc.) they form the basis for the course grade. B. Literature review papers are part of the evaluation scheme in some courses. They are intended to exercise literature search techniques, critical thinking, and expository writing skills. They are evaluated for these attributes by the faculty who teach the subject matter of the paper. VB. How are independent and/or culminating projects (theses, dissertations, performances, capstone courses, etc.) used to assess graduate students? MPH (non-thesis option) Public health practice (PH 791) is a required 3-credit course that is taken, ideally, in the student’s last semesters. The policies and procedures to be followed by a student when selecting a site are outlined in the Student Handbook. In linking students with practicum sites, the student works with his/her faculty advisor to identify areas of interest and to assess the student’s strengths and weaknesses relative to the MPH and SBHS program specific learning objectives. Based on these data, the faculty and student discuss a variety of sites and preceptors in the student’s area of interest that may be able to help the student develop the MPH competencies. Qualified preceptors hold master’s degrees (at a minimum) and are recognized for exemplary practice in public health. Once a practicum site/preceptor is selected, the student and supervisor meet with faculty advisors to discuss the practicum and to develop a contract for the placement. A student contract (Form 15) is completed by the student and signed by the practicum faculty supervisor who insures that the site is appropriate for the needs of the student, that the project should be able to be completed satisfactorily, and the field supervisor identified by the student is willing and able to direct the required activities. Students may complete their practicum in a single semester or over two semesters. The faculty provide supervision of the practicum. The student’s faculty advisor and the field supervisor for the student direct the student’s activities and keep informed of the student’s progress. The student is expected to meet with the committee to discuss progress on the project. Upon completion, the student is required to prepare a report. In addition to assessing student performance through evaluation of final reports and an oral presentation, preceptors complete an assessment of the student’s achievements on the MPH and program-specific learning objectives. Students receive a letter grade based on the quantity and quality of work and the degree of understanding of public health exhibited. They must receive a grade of “B” or better in PH 791 to be awarded the MPH degree. MS (thesis option) This culminating experience is the basis for judging the attainment of research expertise, and the acquisition of scientific maturity. Each thesis is reviewed by a faculty committee chosen for background in the relevant subject matter. To the extent that deficiencies are identified in the student’s product, remediation of those deficiencies becomes an opportunity for further, focused, development of the student. VC. How are oral presentations/reports/performances used to assess graduate students? Oral presentations are required in all our courses, in seminars, and in the culminating experience. Oral presentations are used to provide feedback, and remedial assistance if needed, on organizing the flow of a presentation, on how to prepare materials for presentation, and on articulate delivery. Both faculty observation and student evaluations of instructor performance and are used to provide feedback to graduate students on their ability to communicate effectively.
6. Please list/describe how your graduate students contribute to your discipline/academic area? Consider the following questions:
Our MPH and MS students actively engage in scientific presentation and publications with our program faculty. Sections VIA & VIB list these products. VIA. To what extent do your graduate students present their work at professional conferences? Presentations & Published Abstracts (2000-2006 students) * Public Health students 1. *Battista, J., Nigg, C. R., Chang, J. A., Yamashita, M. & Chung, R. S. (2004). Getting Children Physically Active: Opportunities and Mechanisms. Journal of Sport & Exercise Psychology, 26, S31. 2. Chang, J. A., Yamashita, M., Nigg, C., *Battista, J., & Chung, R. (October, 2004). Collaborating with Afterschool Programs to Improve the Health-Related Behaviors of Children. Disease Management Association of America's 6th Annual Disease Management Leadership Forum. Orlando, FL. 3. *Choy, L., *Richards, K. & Maddock, J.E. (2005). Personal smoke-free policies in homes and cars. Presented at the Annual Bio-Medical Sciences Symposium, John A. Burns School of Medicine, Honolulu, HI. 4. Eakin, P.J., Maddock, J.E., Kaliko, R.K., *Techur-Pedro, A., Derauf, C. (2003). Sun Protection Policy in Elementary Schools in Hawaii. Pediatric Research 53 (4): 1198 Part 2 Suppl. Poster presented at the Annual Meeting of the Pediatric Academic Society, Seattle, WA. 5. Maddock, J.E., Eakin, P.J., Kaliko, R.K., & *Techur-Pedro, A. (2005). Development of a systematic observation system for measuring sun protection in elementary schools. Annals of Behavioral Medicine, 29, S76. Presented at the Annual Meeting of the Society of Behavioral Medicine, Boston, MA. 6. Maddock, J.E., Barnett, J.D., *Marshall, C.S. & Nigg, C.R. (2004). Stage of change for fruit and vegetable consumption in a longitudinal sample. Presented at the 112th Annual Convention of the American Psychological Association, Honolulu, HI. 7. *McCurdy, D., Nigg, C., Hubbard, A., Lee, H., Kim, M.S., Suyderhoud, R. (April, 2005). Romantic Relationships: do they play a part in college students’ health behaviors. Poster presented at the John A. Burns School of Medicine’s Biomedical Sciences Symposium. Honolulu, HI 8. Nigg, C.R., *Inada, M., Yamashita, M., *Battista, J., Chang, J.A. & Chung, R.S. (2005). Fun 5: a physical activity and nutrition program - dissemination in elementary after school programs. Annals of Behavioral Medicine, 29, S52. 9. Nigg, C. R., *Battista, J., Chang, J. A., Yamashita, M. & Chung, R. S. (2004). Physical Activity Outcomes of A Pilot Intervention Using SPARK Active Recreation in Elementary After School Programs. Journal of Sport & Exercise Psychology, 26, S144-S145 10. Nigg, C.R., Maddock, J.E., Barnett, J.D. & *Marshall, C.S. (2004). Consider using the stages of change for surveillance? In S. Keller & W.F. Velicer (Eds.), Research on the Transtheoretical Model: Where are we now, where are we going? (pp. 87–88). Lengerich, Germany: Pabst Science Publishers. 11. Nigg, C. R., Maddock, J. E., Barnett, J. D., & *Marshall, C. S. (2003). The theory of planned behavior for physical activity: Are there ethnic differences? Journal of Sport & Exercise Psychology, 25, S102-S103. 12. Nigg, C. R., Maddock J., *Marshall C., & Barnett, J. (April, 2003). Nutritional Servings from the Healthy Hawai`i Initiative. Invited talk at the 2003 Hawaii Dietetic Association Spring Conference. Honolulu, HI. 13. *Richards, K., *Choy, L., & Maddock, J.E. (2005). Examining the knowledge gap in a social marketing campaign. Presented at the Annual Bio-Medical Sciences Symposium, John A. Burns School of Medicine, Honolulu, HI. 14. *Shimizu SM, Miller FD, Katz A, Chow D. Association of demographic factors with CD4+ cell counts and disease progression in HIV-infected individuals living in Hawaii. Presented at Preventive Medicine 2004: the Annual Meeting of the American College of Preventive Medicine, Orlando, FL, 18-22 February 2004. 15. *Smith, C., Maddock, J.E., & Yamauchi, J. P.B. (2002). Examining alcohol consumption and related problems among university students. Poster presented at the First Annual Global Public Health Conference, Honolulu, HI. 16. Yamauchi, J.P.B., Maddock, J.E., Nigg, C.R., *Smith C. & Katz, N.T. (2002). Exercise Honolulu and the relationship between exercise and general health. Poster presented at the First Annual Global Public Health Conference, Honolulu, HI. VIB. To what extent do your graduate students publish their work? Publications 1. Baruffi, G., Waslien, C., Hardy, C., & *Krupitsky, D. (2004). Ethnic differences in the prevalence of overweight among young children in Hawaii. J Am Dietetic Assoc 104: 899. 2. Braun, K., *Fong, M., Gotay, C., Chong, C. (2005). Ethnicity and breast cancer in Hawai‘i: Increased survival, but continued disparity. Ethnicity and Disease. 3. Braun, K., *Fong, M., Ka‘ano‘i, M., Kamaka M., & Gotay, C. (2005). Testing a culturally appropriate, theory-based intervention to increase colorectal cancer screening among Native Hawaiians. Preventive Medicine. 40:619-627. 4. Braun, K., *Fong, M., Gotay, C., & Chong, C. (2004). Ethnic differences in breast cancer in Hawai‘i: Age, stage, hormone receptor status, and survival. Pacific Health Dialog 11(2):146-153. 5. Eakin, P., Maddock, J.E., Kaliko, R., *Techur-Pedro, A. & Derauf, D.C. (2004). Sun protection policy among elementary schools in Hawaii. Preventing Chronic Disease, 1, 1-10 available on-line at www.cdc.gov/pcd/issues/jul/03_0013.htm. 6. Effler PV, Bogard AK, Domen HY, Katz AR, *Higa HY, Sasaki DM. Evaluation of eight rapid screening tests for acute leptospirosis in Hawaii. J Clin Microbiol 2002;40:1464-1469. 7. *Fong, M., Braun, K., & Chang, M. (2005). Native Hawaiian preferences for informed consent and disclosure of results from genetic research. Cancer. 8. *Fong, M., Braun, K., & Chang, M. (2004). Native Hawaiian preferences for informed consent and disclosure of results from research using stored biological specimens. Pacific Health Dialog. 11(2):154-159. 9. *Fong, M., Braun, K., & Tsark, J. (2003). Improving Native Hawaiian health through community-based participatory research. Californian Journal of Health Promotion. 1:125-130. 10. *Imke C., Rodriguez B.L., Grove J.S., McNemara J.R., Waslien C., Katz A.R., Wilcox B., Yano K. (2005). Are remnant-like particles independent predictors of coronary heart disease incidence? The Honolulu Heart Study. Arteriosclerosis, Thrombosis, and Vascular Biology [epublished June 9, 2005]. 11. Maddock, J.E., *Marshall, C., Nigg, C.R. & Barnett, J.D. (2003). Development and first year results of a psychosocial surveillance system for chronic disease related health behaviors. Californian Journal of Health Promotion, 1(5), 54-64. 12. *Noy, L., Walter, M., Segal-Matsunaga, D. & Maddock, J.E. (2006). Pediatric obesity: are we under-diagnosing? Assessing pediatric obesity at an urban community health clinic. Hawaii Medical Journal, 64,102-104. 13. Tanaka, C.K., *Richards, K.L., Takeuchi, L.S.L., Otani, M. & Maddock, J.E. (2005). Modifying the Recess Before Lunch program: a pilot study in Kaneohe Elementary School. Californian Journal of Health Promotion, 3 (4), 1-7. 14. *Choy, L. & Maddock, J.E. (2005). Correlates of smoke-free policies in homes and cars among Hawaii residents. Californian Journal of Health Promotion, 3 (4), 8-20.
7. What attempts are made to monitor student post-graduate professional activities?
The department conducts an alumni survey every three years. Results from our most recent survey in 2004 show that our graduates are successful their post-graduate activities. Upon completion of their program, 62.5% started their first position within 1-3 months. The remaining respondents started their position before graduation (25.0%) or were working while completing their degree (12.5%). The reasons most frequently cited by the respondents as instrumental in getting their first job after graduation was earning the degree (25.0%), returning to previous employer (25.0%) and other (25.0%). Those who provided a written response for other cited personal contacts as instrumental in finding their first job. The majority of respondents indicated that they are currently working in a health-related field, though not specifically in public health (50.0%). The remaining respondents are employed in the public health field (25.0%) or are enrolled in an advanced degree program. A substantial majority of respondents work in Hawai.i (75.0%) while 25.0% work in the US Mainland. The state government is reported as the employer of 62.5% of respondents. This is followed by the federal government (12.5%), non-profit organizations (12.5%) and academic institutions (12.5%).
8. How were the assessment data/results used to inform decisions concerning the curriculum and administration of the program?
Our curriculum and assessment has been rigorously reviewed and accredited in 2002 by the Council on Education in Public Health. Based on their recommendations, the following changes were made. – Was pedagogy changed? No changes were recommended. – Did you make administrative changes? A permanent chair was appointed to replace the acting chair. No other changes were recommended. – Were there changes in interactions with students? Advising, counseling, etc. No changes were recommended. – Were degree requirements changed? The degree requirements have changes slightly over the past years based on student evaluations and exit surveys. – Were courses changed? Based on recommendations, all courses now have specific learning objectives which map onto the degree requirements. We are currently completing a self study for CEPH accreditation due in October 2006. We will review are strengths and weaknesses and make changes as appropriate.
9. Has the program developed learning outcomes? Please indicate yes or no.
yes
10. Has the program published learning outcomes? Please indicate yes or no.
Yes
11. If so, please indicate how the program has published learning outcomes.
Department handbook and on website
12. What evidence is used to determine achievement of student learning outcomes?
Semester review with faculty advisor and capstone presentation
13. Who interprets the evidence?
Faculty advisor and committee members
14. What is the process of interpreting the evidence?
Committee review of written and oral presentation.
15. Indicate the date of last program review.
spring 2007