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Tuesday, April 24, 2012
F: Wangari Maathai Hall (Millennium Hall)
The Global Commission for Education of Health Professionals called for reform including competency-driven approaches to instructional design, drawing on global resources and exploiting the power of information technology for learning. We redesigned the MPH curriculum based on competency-based education and principles of dialogue education.
Core competencies for MPH education were identified through desk review of competency documents produced by associations of public health schools and agencies from America, Canada and Europe. 82 core competencies were identified and organized into 9 domains (knowledge and critical thinking skills related to public health sciences; assessment and analysis skills; policy development and program planning, implementation and evaluation; communication skills; cultural competency skills; leadership and systems thinking skills; partnerships, collaboration and advocacy skills; financial management and leadership; and attitude and values of public health). Course learning outcomes were derived from the MPH competencies, and the course syllabus was redesigned following competency-based learning and dialogue principles. Well-aligned, high-level and variety of learner activities that develop higher cognitive abilities were included in all sessions. Dialogue was the prime principle in the design and delivery of all sessions. All sessions were planned in accordance with the seven design steps of dialogue education. Session delivery was based on the principle of the four I’s: Inductive work, Input, Implementation, Integration. During the non-residence session, learners worked in small groups designing and facilitating e-discussion on selected topics. Informed by results of the e-discussion, they developed project to address priority health problems. Portfolio-based learning and assessment was introduced for the first time. Multiple assessment methods congruent to the learning outcomes including self- and peer assessment were used. The summative evaluation included seminar, project work, portfolio and written examinations.
The curriculum innovation was assessed in a quasi-experimental study design using qualitative and quantitative methods. We will share lessons learned with conference participants.
Core competencies for MPH education were identified through desk review of competency documents produced by associations of public health schools and agencies from America, Canada and Europe. 82 core competencies were identified and organized into 9 domains (knowledge and critical thinking skills related to public health sciences; assessment and analysis skills; policy development and program planning, implementation and evaluation; communication skills; cultural competency skills; leadership and systems thinking skills; partnerships, collaboration and advocacy skills; financial management and leadership; and attitude and values of public health). Course learning outcomes were derived from the MPH competencies, and the course syllabus was redesigned following competency-based learning and dialogue principles. Well-aligned, high-level and variety of learner activities that develop higher cognitive abilities were included in all sessions. Dialogue was the prime principle in the design and delivery of all sessions. All sessions were planned in accordance with the seven design steps of dialogue education. Session delivery was based on the principle of the four I’s: Inductive work, Input, Implementation, Integration. During the non-residence session, learners worked in small groups designing and facilitating e-discussion on selected topics. Informed by results of the e-discussion, they developed project to address priority health problems. Portfolio-based learning and assessment was introduced for the first time. Multiple assessment methods congruent to the learning outcomes including self- and peer assessment were used. The summative evaluation included seminar, project work, portfolio and written examinations.
The curriculum innovation was assessed in a quasi-experimental study design using qualitative and quantitative methods. We will share lessons learned with conference participants.
Learning Objectives: 1. Recognize core competencies for MPH education 2. Describe steps and processes of a competency-based curriculum redesign 3. Describe principles and steps of applying dialogue in curriculum redesign 4. Outline research approaches to evaluate a curriculum innovation project