ASPH EDUCATION COMMITTEE MISSION

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ASPH EDUCATION COMMITTEE MISSION

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

May 4-5, 2004 Chicago, Illinois
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Informatics
Genomics
Ecological Framework Interaction of Biology,
Behavior And Environment at Multiple Levels over
the Life Span
Learning Methodologies
Cultural Competence
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Definitions

• Culture Competence is defined as cultural
  awareness as evidenced by public health
  professionals knowledge of self and others,
  communication skills, attitudes, and behaviors.
• Genomics is the study of single genes and the
  interactions of multiple genes with each other
  and with the environment.
• Informatics is the systematic application of
  information, computer science, and technology to
  public health practice and learning.

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School of Public Health Offerings in IOM
Report-Recommended Content Areas (N 33
Responding Accredited Schools 100 Response
Rate) Typea
aIn addition, all schools offered some content on
each area through one or more of the following
forumscontinuing Education courses, conferences,
symposia, seminars, and related activities.
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For Each Content Area

• Identification of competencies.
• For core
• For areas of specialization
• How should the competencies be assessed?
• How should they be taught?
• How can they be most effectively disseminated and
  diffused across educational, policy, and practice
  settings?
• How should progress be monitored?
• Next steps.

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Some Important Contextual Issues

• Heterogeneity of our students
• Diversity
• Learning Styles
• Educational preparation
• Work experience
• Career goals
• Core content for all vs. specializations
• Content in a specific course vs. integrate
  throughout curriculum
• Articulation with field experiences
• Relationship of these content areas to each other
  and to rest of curriculum

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Some Ideas and Questions to Ponder

• Professional education should be an ongoing
  conversation about ideas that really matter to us
  and our students
• To what extent do our students experience the
  curriculum as a connected series of ideas,
  findings, and understandings instead of a
  disconnected series of courses conveying wildly
  mixed messages?
• To what extent do we put our courses and course
  content into dialogue with each other? (Graef,
  Clueless in Academe, 2003, p. 30).
• How much do we know about what our colleagues do
  in other classes?

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Bottom Line Today - Actionable Recommendations!