ASPH EDUCATION COMMITTEE SPRING 2006 MEETING

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• ASPH EDUCATION COMMITTEE SPRING 2006 MEETING
• MAY 16, 2006
• CHICAGO, IL

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ASPH EDUCATION COMMITTEE MISSION

• Continuously Improve Access to and the Quality of
  Education and Training in Public Health

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Dean Stephen Shortell on the Core MPH Competency
Development Project

• Rationale
• Aims
• Deliverables

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Rationale

• Increasing accountability in higher education
• Proliferation of competency-based training
• Challenges of 21st century practice
• Recommendations by IOM, etc.
• Increasing incorporation of competencies into
  accreditation criteria
• Development of a voluntary credentialing exam

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Workgroups Charge

• Each workgroup is to identify eight to ten
  sub-competencies (KSOs knowledge, skills, and
  other characteristics) that are critical to
  indicating accomplishment of the core competency.

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Aims

• An integrated set of core MPH competencies with
• each of the five core areas, and
• an interdisciplinary, cross-cutting set of
  competency domains
• The set is intended to serve as a resource and
  guide
• ASPH will not prescribe the methods nor processes
  for achievement

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• These are competencies that
• Every MPH Student Ought To Be Able To
  Demonstrate Upon Graduation Regardless of their
  Major or Area of Specialization.

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Definition of Core MPH Degree Competencies

• A unique set of applied knowledge, skills, and
  other attributes grounded in theory and evidence,
  for the broad practice of public health (ASPH,
  2004)

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Upon graduation, what must a student with an MPH

• Know
• Be able to do (technical and behavioral skills)
• Value/appreciate (affective attributes)

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Two-Phased Process

• Phase 1 (2004-2005)
• Discipline-specific Competency Identification and
  Specification
• Phase 2 (2005-2006)
• Cross-cutting Competency Identification and
  Specification

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Phase 1 Workgroups Chairs

• Biostatistics  Jack Barnette (UAB)
• Environmental Health  Mark Robson (UMDNJ)
• Epidemiology  Michel Ibrahim (JHU) and Michael
  Moser (Akron Health Department and NEOUCOM)
• Health Policy and Management  Peggy Leatt (UNC)
  and Diana Hilberman (UCLA)
• Social and Behavioral Sciences  Kenneth McLeroy
  (Texas AM) and Bill Satariano (UC-Berkeley)
  and,
• Public Health Biology  Sharon Krag (JHU) and
  Kathy Miner (Emory).

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Phase 2 Workgroups Chairs

• Communication Dean John Finnegan (Minnesota)
• Diversity and Culture Dr. Joseph Telfair (UAB)
• Leadership Dean James Kyle (LLU)
• Professionalism Dean Donna Petersen (USF)
• Program Planning Dr. Robert Goodman (Pittsburgh)
  and Dr. Sylvia Guendelman (UC-Berkeley)
• Public Health Biology  Sharon Krag (JHU) and
  Kathy Miner (Emory) and,
• Systems Thinking Dr. Jim Porto (UNC)

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Phase 1 Stats

• Involvement of ASPH faculty experts,
  practitioners, and program reps (n 135)
• 48 competencies in five discipline-specific areas
• Delphi response rate ranged from 72-100 in the
  three rounds for each group (with a total average
  of 91)

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Phase 2 Stats

• Participants (n197)
• 9 to 13 members in each core group
• 17 to 28 members in each resource group
• Total of 70 competencies in the 7 cross-cutting
  domains
• Delphi response rate ranged from 66-100 in the
  three rounds for each group (with a total average
  of 85)

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Deliverables

• An integrated lists of core MPH competencies
• (a) discipline-specific set, and
• (b) interdisciplinary/cross-cutting set

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Core Competency Graphic Model
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Dr. Judith Calhoun on the Core MPH Competency
Development Project

• Process
• Outcomes

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Process in Brief for Phases 1 2

• Guided by 12 workgroups
• Total of 332 academic (both SPH and program reps)
  and practice participants
• Nominal group processes (modified Delphi
  Technique)
• Other field-wide reviews/inputs
• Integration by an expert panel (Core Competency
  Council) consisting of academic and practice
  partners
• Oversight by the ASPH Education Committee

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Workgroup Process Report

• Workgroups formed in Sept Nov. 2004 Nov 2005
• First calls occurred Oct Dec 2004 2005
• Three modified Delphi rounds each
• At or close to 100 response rate for many rounds
  (total rate over all rounds 88 )
• Result 48 Discipline-Specific comps and 70
  Cross-Cutting Competencies (April 2006)

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Competency ID Specification Process (Phase
12)

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

Steering Committee Education Committee Leadership

• Core Competency Council
• (workgroup chair representatives
• practitioners)

Workgroup Identification Specification
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Core Competency Council (March 2006)

• Seven workgroup chairs, phase 1 chair (one of
  which holds a joint practice appointment), and
  ASTHO and ATPM representatives (one each)
• Expert panel approach to distilling the consensus
  competencies into 5 final interdisciplinary and
  7cross-cutting domains

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118 Core Competencies (Handout)

• Blooms Taxonomy of Educational Outcomes
• Cognitive (Thinking) Domain 115 (97)
• Affective (Feeling) Domain 3 (3)
• Psychomotor (Physical Domain) - 0

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Association for Schools of Public Health
Competency Model
Core Competencies (ASPH)
C-C Systems Thinking
C-C Diversity Culture
Taxonomy for Educational Objectives
Assessment-- Cognitive Domain/Knowledge Acquisit
ion (Bloom)
Cross-cutting (C-C) Communication
D-S Social Behavioral Sciences
6.0 Evaluation
D-S Environmental Health
Discipline-specific (D-S) Biostatistics
5.0 Synthesis
Expert
4.0 Analysis
3.0 Application
2.0 Comprehension
Proficient
1.0 Knowledge
Knowledgeable
Skill Acquisition (Dreyfus)
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Core Competencies Mapping Per Blooms Taxonomy
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Anatomy of a Competency
Core Competencies
Upon graduation, what must a student with an
MPH - know - be able to do (technical
and behavioral skills) -
value/appreciate?
Identify and Specify Key Sub-competencies (KSAs
Learning Objectives)
Knowledge Skills Other Attributes
Characteristics (Behaviors, values,
attributes, etc.)
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Walking Through A Domain Communication
Definition The ability to give, solicit, and
receive oral, written, graphic, and numerical
information, taking into consideration target
audience and using a variety of means and
channels in both formal and informal settings.
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Walking Through a Domain Core Competency -
Learning Objective Connections
Communication Core Competencies 1. Apply
theory and strategy-based communication
principles across different settings and
audiences. ? Related Knowledge, Skills,
Other Other Characteristics -
KSAs - K Learning Objective
1(Comprehension of related theories
and strategies) - K Learning Objective
2 (Knowledge of potential
stakeholders interests, wants, and
needs)
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Walking Through a DomainCore Competency -
Learning Objective Connections (Continued)

• 1. Apply theory and strategy-based communication
  principles across different settings and
  audiences.
• - S Learning Objective 1 (Use of above
  information for written/oral presentations)
• - O Learning Objective 1 (Professional
• presentation styleattention to
  appropriate
• attire, use of high quality slides, etc. )

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Todays Tasks

• Review of the final domains and recommended core
  competencies
• Suggestions re dissemination of the model
• Discussion of barriers and facilitators to
  adoption and implementation
• Proposals regarding implementation
• Suggestions for moving forward

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Comments - Questions
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12 Core MPH Domains

• Discipline-specific Domains
• Biostatistics
• Environment Health Science
• Epidemiology
• Health Policy and Management
• Social and Behavioral Sciences

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12 Core MPH Domains (Contd.)

• Cross-cutting Domains
• Communication and Informatics
• Diversity and Culture
• Leadership
• Professionalism
• Program Planning
• Public Health Biology
• Systems Thinking

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Current Version 2.0

• 12 domains
• Domain definitions
• 118 Core competencies
• Discipline-Specific 48
• Cross-cutting - 70