Program: Public Health (MPH, MS)
Date: Thu Oct 09, 2014 - 4:12:48 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
1. Identify patterns of disease and injury in human populations and apply epidemiological methods to the identification and control of health problems.
2. Identify key sources of data and apply descriptive techniques commonly used to summarize public health data used to inform scientific, ethical, economic, and political discussion of health issues.
3. Calculate basic epidemiological measures, apply common statistical methods, and interpret results of statistical analyses used in public health studies.
Social and Behavioral Health Sciences Competency
4. Identify basic theories, concepts, and models from a range of social and behavioral disciplines that are used in public health research and practice.
5. Identify the causes of social and behavioral factors that affect health of individual and populations.
6. Describe the merits of social and behavioral science interventions and policies.
7. Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions.
8. Apply basic statistical methods to address, analyze and solve problems in public health.
Environmental Health Competency
9. Describe how environmental factors (biological, physical, and chemical) affect the health of a community.
Health Policy and Management Competencies
10. Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the US.
11. Describe the legal and ethical bases for public health and health services.
12. Apply the principles of program planning, development, budgeting, management and evaluation in organizational and community initiatives.
13. Apply “system thinking for resolving organizational problems.
Diversity and Culture Competency
14. Explain why cultural competence alone cannot address health disparities; be able to interact with both diverse individuals and groups on public health issues.
15. Organize community partnerships to create and communicate a shared vision for a changing future; discuss solutions to organizational and community challenges; and maximize motivation to reach public health goals.
Public Health Biology Competency
16. Discuss how public health biology – the biological and molecular context of public health – impacts public health practice.
Systems Thinking Competency
17. 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.
Program Planning Competency
18. Plan for the design, development, implementation, and evaluation of strategies to improve individual and community health.
Ethics and Professionalism Competency
19. 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.
Communication and Informatics Competency
20. Collect, manage and organize data to produce information and demonstrate ability to present this information in meaningful ways to different audiences.
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online: http://manoa.hawaii.edu/publichealth/sites/manoa.hawaii.edu.publichealth/files/downloads/student-handbook.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/medicine/phse.htm
Course Syllabi. URL, if available online: www.manoa.hawaii.edu/publichealth/academics/courses.html
3) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
No (skip to question 14)
6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
MPH students are required to complete the 6 core courses and 7 specialization courses with a passing grade of an “A”, “B”, or “C”. The SLOs competencies are linked to a range of required courses in the MPH degree program. The specific selected competencies are listed in each syllabus that show which competencies were obtained upon completion of course by the student and through assessment of specific course assignment/participation/attendance. The teaching faculty members select the appropriate competencies and note them in their syllabi that are obtained by satisfactory completion of their course.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
The methods of evidence for MPH include the following five (5) items: 1) MPH portfolios collected in final PH 789 Integrative Seminar course, 2) the final competency matrix completed by the students themselves, 3) passing grade with “A” “B” or “C” as assigned by the faculty of the courses that is linked to competencies,4) faculty's syllabi with selected linked competencies, and/or 5) competency-course system re-designed to link more closely with MPH curriculum (map) and link to competencies that MPH graduates need to get a job in the public health workforce.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
The number persons included both: 1) the 21 public health faculty members (grades of courses and students' committee members) who teach in the MPH program and submit the MPH students’ grades for those SLOs courses: and 2) the 30 graduating MPH students for 2013-2014 school year.
All MPH students submitted the following: 1) their MPH portfolio of papers and completed assignments, 2) SLOs completed by the student with use of the tool of OPHS competency-course linking table, 3) their final paper as part of their capstone outcomes and 4) their final oral examination presentation with approved signed off on Form 19 by committee members in the student's OPHS student file. The MPH student is not allow to complete graduation until adequated evidence is received, reviewed, and approved for degree check by PH 789 (MPH Integrated Seminar) faculty instructor, by the student service specialist, and the student's MPH committee advisor and second committee members.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
Other: Student Services Specialist
10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)
Other: Integrated portfolio with all completed five elements as described in question #7
11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
Summary of the results produced positive results of graduating MPH students for total of 30 MPH students for school year 2013-2014. All 30 students at 100% completed and were approved all five pieces of evidence for SLOs (MPH competencies) for those graduating at December 2013 and May 2014 graduation. This was necessary in order for each student to be cleared for degree check and allowed to graduate.
12) State how the program used the results or plans to use the results. Please be specific.
The results were reviewed and approved for completeness and adequateness by each student's academic committee members. Then the assessment results are shared with the OPHS Department’s Curriculum Committee and these members use the results to refine courses, improve assessment tools, and help any troubled students. The results are use to refine the next year's assessment process and the improvements and plans are recorded in the curriculum committee meeting's minutes and share in the full department faculty meeting once a year after the spring curriculum meeting.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The Office of Public Health Studies' Office (OPHS) of Public Health Student and Academic Services (OPHSAS) office collects an exit survey for each student to get more feedback on how the graduate student feels about his/her MPH education. Within three years after graduation, OPHSAS collects an alumni survey to see if the graduates have gotten employed and to give feedback about their preparation in the MPH program.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
OPHS faculty and MPH student did engage in assessment with very good GPAs, final paper, passed final oral examinations, and complete portfolio.