sph.uth.edu · Web viewRecognize the causes of social and behavioral factors that affect health of individuals and populations including social justice and social inequalities Describe

Approved by Academic Council: Endorsed by Executive Council: Effective date: Students matriculating in Fall 2011Text modified by Academic Council: April 2011Text modified by Divisions: April 2011

Student’s Name:

Student’s ID:

MPH in BIOSTATISTICS DEGREE PROGRAM:EVALUATION OF STUDENT PROGRESS

This evaluation form can be downloaded from the Student Affairs website.

GOAL STATEMENT

Describe your professional or career goals and specific knowledge and skills that you intend to acquire during your degree program. This statement should be reviewed each semester and updated as needed.

MPH COMPETENCIES

MPH students are expected to master competencies in their program. These competencies have been adapted from the ASPH competencies for each of the discipline areas included below. The competencies and sub-competencies that are listed have been formally adopted by the UTSPH. Thus, once these competencies are met, students should be prepared to successfully complete the credentialing examination. This document should be updated each semester to reflect the student’s progress and brought by

Degree Program Evaluation FormMay 2011

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Approved by Academic Council: Endorsed by Executive Council: Effective date: Students matriculating in Fall 2011Text modified by Academic Council: April 2011Text modified by Divisions: April 2011the student to evaluation meetings to guide the committee in formulating the student’s degree plan.


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Discipline-based competencies:

The competencies/sub-competencies for each discipline are fully addressed in the divisional core course(s) that is (are) indicated after the unit title. For each discipline, mastery of competencies and sub-competencies should be documented by listing the course or courses that addressed them. Add the appropriate core course in the column that follows each sub-competency. In some cases, other courses may also address one or more of the sub-competencies; add those courses to the listing, if applicable.

Learning experiences:

In some cases, the student may have had learning experiences outside the classroom that address a competency/sub-competency. A textbox is provided under each competency so that these experiences may be documented in the student record.

Filling out the evaluation form:

This form contains the disciplinary competencies (numbered) and sub-competencies (lettered) that you will be expected to master during your degree program. In addition, you are encouraged to add competencies that you wish to master in your practicum or other learning experiences.

In the right-hand column of the table, indicate the course or courses in which the competency (or sub-competency) was addressed. Some competencies may be addressed in one course only, while others may be addressed at a different level in another course.

For each competency and/or sub-competency, identify the course number(s) and indicate the extent to which you have met the competency by designating the appropriate level (listed below). For competencies that have no sub-competencies, the box may be filled in as described. However, many competencies have several sub-competencies listed under them. In these cases, course numbers and levels should be filled in for each of the sub-competencies.

The box to the right of the competency may be used to summarize the sub-competencies below it. For example, you may indicate that all of the sub-competencies have been addressed by placing “FM” next to the competency.


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The competency levels are:

EX = exceededFM = fully met

PM = partially metNM = not met

As you complete the core courses, you and your committee will be able to judge your progress. In case you have completed the core course in an area, but have a “partially met” (PM) or “unmet” (NM) for any of the competencies, your advisor will assist you in identifying additional educational activities that will help you remediate the problem. These additional activities may take the form of another course, an independent study, or other learning experiences. You should keep an electronic copy of this form so that you may refer to it during the semester and update the information in preparation for the meeting of your advisory committee at the end of the fall and spring semesters.


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BIOSTATISTICS(Majors:) COURSE NUMBER(S) AND LEVEL

1. Describe the roles biostatistics serves in the discipline of public health

2. Apply basic statistical methods for summarizing public health data and for inference.

3. Interpret and present results from the application of basic statistical techniques.

a. Distinguish among the different measurement scales and, based on these distinctions, recognize the implications for selection of appropriate statistical methods.

b. Apply descriptive techniques commonly used to summarize public health data.

c. Recognize concepts of probability, random variation, and commonly used statistical probability distributions.

d. Apply common statistical methods for inference, including: estimation, confidence intervals, and hypothesis testing.

e. Use appropriate statistical software and make proper interpretations based on the output.

f. Describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met.

g. Develop written presentations based on statistical analyses for both public health professionals and educated lay audiences.

h. Apply basic informatics techniques with vital statistics and public health records in the description of public health characteristics and in public health research and evaluation.


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Approved by Academic Council: Endorsed by Executive Council: Effective date: Students matriculating in Fall 2011Text modified by Academic Council: April 2011Text modified by Divisions: April 2011Specify other relevant experiences:

ENVIRONMENTAL HEALTH SCIENCES (Non-majors: PH 2110, PH 2115, or PH 2120; Majors: PH 2498) COURSE NUMBER(S) AND LEVEL 1. Describe environmental health hazards and their potential effects on human

health; discuss methods for evaluating risks associated with such hazards; and discuss strategies for preventing or controlling hazards that pose risks to human health.

a. Identify chemical, biological and physical agents by medium, principal sources and general approaches for their quantification.

b. Specify pathways of exposure, including environmental transport and fate and routes of transfer from the source, through all environmental media, to humans.

c. Explain the general mechanisms of toxicity and the roles that dose-response and time-response play in eliciting a toxic effect.

d. Describe extrinsic (socioeconomic and behavioral) and intrinsic (genetic and physiologic) factors that affect environmental exposure-response relationships.

e. Discuss issues of environmental justice, equity and health disparities. f. Describe local, regional and global impact of environmental hazards (direct and indirect) on

human and ecological health. g. Identify the major causes of injury and illness in the workplace and approaches to reducing

occupational health risksh. Describe the components of a risk assessment, including the types of evidence that are used

and the sources of uncertainty and variabilityi. Discuss risk management and risk communication approaches for preventing and/or reducing

environmental health risks (including regulatory, engineering and behavioral interventions). j. Develop a research question that pertains to an environmental hazard and its potential effects.

Specify other relevant experiences:


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EPIDEMIOLOGY(Non-majors: PH 2610; Majors: PH 2610) COURSE NUMBER(S) AND LEVEL

1. Identify key sources of data for epidemiological purposes

2. Identify the principles and limitations of public health screening programs.

3. Describe a public health problem in terms of magnitude, person, time, and place.

4. Explain the importance of epidemiology to inform scientific, ethical, economic, and political discussion of health issues.

5. Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data.

6. Apply basic epidemiologic concepts, definitions and study design to public health practice and research.

7. Calculate basic epidemiology measures

8. Communicate epidemiologic information to lay and professional audiences

9. Draw appropriate inferences from epidemiologic data.

10. Evaluate the strengths and limitations of epidemiologic reports.



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SOCIAL AND BEHAVIORAL SCIENCES (Non-majors: PH 1110; Majors: PH 1111/PH 1112) COURSE NUMBER(S) AND LEVEL

1. Explain the contributions of behavioral and social sciences to public health.

2. Describe health problems including their social, cultural, environmental and behavioral causes.

3. Assure that behavioral and social science theories and concepts are used in planning and evaluating public health programs.

a. Use behavioral science and health promotion methods in planning and evaluating public health programs.

b. Identify basic theories, concepts and models from a range of disciplines of social and behavioral sciences that are used in public health research and practice

c. Identify the role of social and community factors in both the onset and solution of public health problems.

d. Recognize the causes of social and behavioral factors that affect health of individuals and populations including social justice and social inequalities

e. Describe steps and procedures of planning social and behavioral interventions and policies.f. Apply ethical principles to public health program planning, implementation, and evaluation.g. Identify multiple targets and levels of intervention for social and behavioral science programs

and/or policies (individual, family, network, organizational, community, policy, physical environment, and culture)

h. Identify individual, organizational, and community concerns, assets, resources, and deficits for social and behavioral science interventions.

i. Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions.

j. Advocate for social and behavioral science interventions and policies.

k. Identify critical stakeholders for planning, implementing and evaluating health promotion programs.


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Approved by Academic Council: Endorsed by Executive Council: Effective date: Students matriculating in Fall 2011Text modified by Academic Council: April 2011Text modified by Divisions: April 2011Specify other relevant experiences:

HEALTH POLICY AND MANAGEMENT (Non-majors and Majors: PH 3715, PH 3710, PH 3720, PH 3725, PH 3740, or PH 3922) COURSE NUMBER(S) AND LEVEL

1. Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the United States.

2. Describe the legal and ethical bases for public health and health services.3. Explain methods of ensuring community health safety and preparedness.4. Discuss the policy process for improving the health status of populations.5. Discuss the principles of program planning, development, budgeting,

management and evaluation in organizational and community initiatives.6. Describe principles of strategic planning and marketing to public health.7. Explain quality and performance improvement concepts to address

organizational performance issues.8. Explain “systems thinking” for resolving organizational problems.9. Communicate health policy and management issues using appropriate channels

and technologies.10. Demonstrate leadership skills for building partnerships.



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CROSS CUTTING COMPETENCIES

PUBLIC HEALTH BIOLOGY COURSE NUMBER(S) AND LEVEL1. Explain how biology (human and pathogen) fits into the ecological model of

population health.

2. Describe the major chronic diseases of public health importance, their etiology and pathological consequences, and potential strategies for intervention.

3. Describe the types of infectious agents, their dynamics in the population, and the strategies used to control and prevent them.


COMMUNICATION COURSE NUMBER(S) AND LEVEL

1. Collect, organize and interpret data to present oral, written, graphic and numerical information.

2. Communicate with diverse audiences using a variety of means, channels, and information technologies.

3. Facilitate work groups and other meeting activity among key stakeholders.



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DIVERSITY AND CULTURAL PROFICIENCY COURSE NUMBER(S) AND LEVEL

1. Assure diverse representation from individuals, groups, and communities in decision-making to produce public health outcomes.

2. Explain how the contexts of diversity and culture are important to intervention design within public health systems.


LEADERSHIP COURSE NUMBER(S) AND LEVEL1. Solicit ideas and opinions from others in conceptualizing problems forming

decisions and solutions, developing work plans, and advancing public health goals.

2. Use strategies to motivate others for collaborative problem solving, decision making, and evaluation.



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PROFESSIONALISM AND ETHICS COURSE NUMBER(S) AND LEVEL

1. Demonstrate ethical choices, values, and professional practices implicit in public health decisions.

2. Apply basic principles of ethical analysis (e.g., the Public Health Code of Ethics, human rights framework, other moral theories) to issues of public health practice and policy.

3. Promote high standards of personal and organizational integrity, compassion, honesty, and respect for all people.

4. Distinguish between population and individual ethical considerations in relation to the benefits, costs, and burdens of public health programs.

5. Describe ethical considerations in the protection of human subjects in public health research.

6. Apply social justice and human rights principles when addressing community needs.


PROGRAM PLANNING AND ASSESSMENT COURSE NUMBER(S) AND LEVEL

1. Develop a plan to address a public health problem


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Approved by Academic Council: Endorsed by Executive Council: Effective date: Students matriculating in Fall 2011Text modified by Academic Council: April 2011Text modified by Divisions: April 20112. Describe the tasks necessary to assure that program implementation occurs as

intended.

3. Explain the use of a conceptual model in program development, implementation, and evaluation.

4. Develop and write goals, measurable objectives, related activities, and expected outcomes for a public health program.


SYSTEMS THINKING COURSE NUMBER(S) AND LEVEL

1. Recognize system-level properties and their influence on public health problems and dynamic interactions among individuals, groups, organizations, communities, and environments.

2. Analyze the effects of political, social, and economic policies on public health systems at the local, state, national, and international levels.

3. Analyze the impact of global trends and inter-dependencies on public health-related problems, solutions, and systems.



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OTHER COMPETENCIES YOU WISH TO MASTER COURSE NUMBER(S) AND LEVEL


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MPH Course Curriculum

List completed courses by number under the appropriate disciplines.Use the “Other” column for all other courses.

BiostatisticsEnvironmental

Health Sciences EpidemiologySocial and

Behavioral SciencesHealth Policy and

Management Other

STUDENT SIGNATURE: DATE:

FACULTY ACADEMIC ADVISOR SIGNATURE: DATE:

Submit with signatures to:

Office of Academic Affairs and Student ServicesEmail: [email protected] or

In person:RAS E 201

1200 Pressler St.Houston, TX 77030


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sph.uth.edu · Web viewRecognize the causes of social and behavioral factors that affect health of individuals and populations including social justice and social inequalities Describe