Demonstrating Excellence in Practice-based Teaching for Public Health

Atchison, Christopher; Boatright, Daniel T.; Merrigan, Daniel M.; Quill, Beth E.; Whittaker, Carol; Vickery, Antigone R; Aglipay, Geraldine S.

doi:10.1097/00124784-200601000-00004

Cited by 21 publications

(16 citation statements)

References 1 publication

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“…Other critical factors in their development including meaningful practicum experiences, competencybased curriculum, and knowledgeable faculty were found to revolve around practice-based teaching experiences. Practice-based teaching in public health unites the classroom and public health practice in order to enhance student learning [11]. The use of case studies and problembased learning exercises in the classroom, and practicums outside of the classroom are common examples of practicebased teaching in public health [11,12].…”

Section: Discussionmentioning

confidence: 99%

Using core competencies to build an evaluative framework: outcome assessment of the University of Guelph Master of Public Health program

et al. 2014

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BackgroundMaster of Public Health programs have been developed across Canada in response to the need for graduate-level trained professionals to work in the public health sector. The University of Guelph recently conducted a five-year outcome assessment using the Core Competencies for Public Health in Canada as an evaluative framework to determine whether graduates are receiving adequate training, and identify areas for improvement.MethodsA curriculum map of core courses and an online survey of University of Guelph Master of Public Health graduates comprised the outcome assessment. The curriculum map was constructed by evaluating course outlines, assignments, and content to determine the extent to which the Core Competencies were covered in each course. Quantitative survey results were characterized using descriptive statistics. Qualitative survey results were analyzed to identify common themes and patterns in open-ended responses.ResultsThe University of Guelph Master of Public Health program provided a positive learning environment in which graduates gained proficiency across the Core Competencies through core and elective courses, meaningful practicums, and competent faculty. Practice-based learning environments, particularly in collaboration with public health organizations, were deemed to be beneficial to students’ learning experiences.ConclusionsThe Core Competencies and graduate surveys can be used to conduct a meaningful and informative outcome assessment. We encourage other Master of Public Health programs to conduct their own outcome assessments using a similar framework, and disseminate these results in order to identify best practices and strengthen the Canadian graduate public health education system.

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Section: Discussionmentioning

confidence: 99%

Using core competencies to build an evaluative framework: outcome assessment of the University of Guelph Master of Public Health program

et al. 2014

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“…Collaborative efforts to develop the workforce, with practical problems and experiences embedded in the learning activities, will strengthen the multidirectional transfer of knowledge and skills between academic and practice communities. A closer partnership and regular interactions between academia and practice will enhance our ability to translate research into practice and to improve the practice of evidence-based public health, as seen in successful academic-practice partnerships (5,36,73).…”

Section: Introductionmentioning

confidence: 99%

Outcome-Based Workforce Development and Education in Public Health

Koo

Miner

2010

Annu. Rev. Public Health

100

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The broad scope of the public health mission leads to an increasingly diverse workforce. Given the range of feeder disciplines and the reality that much of the workforce does not have formal training in public health science and practice, a pressing need exists for training and education throughout the workforce. Just as we in public health take a rigorous approach to our science, so too should we take a rigorous, evidence-driven approach to workforce development. In this review, we recommend a framework for workforce education in public health, integrating three critical conceptual approaches: (a) adult learning theory; (b) competency-based education; and (c) the expanded Dreyfus model in public health, an addition to the Dreyfus model of professional skills progression. We illustrate the application of this framework in practice, using the field of applied epidemiology. This framework provides a context for designing and developing high-quality, outcome-based workforce development efforts and evaluating their impact, with implications for academic and public health practice efforts to educate the public health workforce.

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“…While experts are trained in theoretical and legal aspects about landscape and urban planning, if they are also practitioners then they normally develop a wealth of experience on the ground and can effectively work using a blend of knowledge and experience. However, this practice-based experience (Atchison et al, 2006) is rarely recorded or accumulated, so that it is largely invisible to policy makers or researchers, becoming a kind of tacit knowledge which if captured more formally can be of real benefit. Thus, surveying and collecting the opinions of experts on a range of topics and calling on their experience to validate or reject theoreticallydeveloped criteria in order to make them more directly useable in real life can be a very valuable reality check.…”

Section: Liveabilitymentioning

confidence: 99%

Developing and testing a framework for the assessment of neighbourhood liveability in two contrasting countries: Iran and Estonia

Norouzian-Maleki

Bell

Hosseini

et al. 2015

Ecological Indicators

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A growing body of evidence indicates that the environmental quality of residential neighbourhoods has an impact on their liveability. It can be a contributory factor to the prosperity and development of cities because it reflects the real-life experiences of residents and can also affect the attractiveness of a city for well-qualified workers. A liveable neighbourhood can help to improve the quality of life of residents, which is one of the determining factors in creating a socially sustainable urban environment. This research aimed to develop a practical method for assessing the liveability of a residential neighbourhood, tested in two contrasting countries, Iran and Estonia. We developed and tested a set of criteria based on the principles and attributes of liveability obtained from the literature and we used a Delphi survey of Iranian and Estonian urban planning and design experts to identify which of the candidate criteria were most appropriate to each country together with their priority weighting. The results showed that while many of the same criteria applied to both countries, the importance of them varied, in part reflecting environmental and social differences such as climate. The method has potential for use in the development of indicators of liveability as part of urban sustainability assessment.

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Demonstrating Excellence in Practice-based Teaching for Public Health

Cited by 21 publications

References 1 publication

Using core competencies to build an evaluative framework: outcome assessment of the University of Guelph Master of Public Health program

Using core competencies to build an evaluative framework: outcome assessment of the University of Guelph Master of Public Health program

Outcome-Based Workforce Development and Education in Public Health

Developing and testing a framework for the assessment of neighbourhood liveability in two contrasting countries: Iran and Estonia

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