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Adjusting course: Implementing curriculum renewal priorities in an established MPH program

Adjusting course: Implementing curriculum renewal priorities in an established MPH program. Ann Fox, PhD, RD. Background. 2012 Situational Assessment Findings: Disciplinary expertise a major asset (employers) Enhance understanding of broader health policy context (health leaders)

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Adjusting course: Implementing curriculum renewal priorities in an established MPH program

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  1. Adjusting course: Implementing curriculum renewal priorities in an established MPH program Ann Fox, PhD, RD

  2. Background 2012 Situational Assessment Findings: • Disciplinary expertise a major asset (employers) • Enhance understanding of broader health policy context (health leaders) • Desire for enhanced interdisciplinary learning (students) • Strengthen qualitative and quantitative methods foundation (faculty)

  3. Objectives • Build on disciplinary depth and specialization of MPH fields to establish communities of practice • Enhance student opportunities for interdisciplinary learning • Enhance access to practice-related education in health policy • Enhance learning opportunities in qualitative and quantitative research methods for all MPH students • Establish on-going curriculum evaluation strategies.

  4. Curriculum Renewal Task Force Core Group • MPH program leads • Students • Administrative staff Other stakeholders • Faculty • Division heads • Preceptors • Alumni • Employers, community, government agencies

  5. Major Undertakings • Developed core competencies (PHAC, CEPH) • Developed field specific competencies • Developed new interdisciplinary case-based Intro Public Health course • Enhanced access to and adjusted scope of Policy course • Revised Intro qualitative and quantitative courses • Established professional development workshop series

  6. What worked well? • Involving students and faculty • Responding to key stakeholders • Setting priorities and foci • Identifying competency development needs across program fields • Collegial support/Risk taking

  7. What could we have done better? • Engage division heads and divisional faculty in decision-making • Be realistic about what can be accomplished in one course, in one year, in one degree program • Communicate the plan constantly

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