Program Manual: Master of Public Health (MPH) Community Health
(2017-2018 Version)
School of Arts & Sciences/MCPHS Online MCPHS University (Massachusetts College of Pharmacy and Health Sciences) www.mcphs.edu
Revised: September 7, 2017
The MCPHS MPH program is an applicant for accreditation by Council on Education for Public Health (CEPH).
Table of Contents A Brief History ...... 3 Admission to the MPH program ...... 4 Checklist for Student Success in the MPH ...... 5 Public Health Program Faculty ...... 6 Public Health Program Support - Boston ...... 8 Public Health Program Support - Online ...... 9 Social Media ...... 10 MPH program Mission ...... 11 MPH program Goals ...... 11 MPH Competencies ...... 12 Community Health Concentration Competencies ...... 14 Master of Public Health Program Overview ...... 15 Graduation ...... 16 Public Health Professional Societies/Associations ...... 17 Public Health Society ...... 17 Post Degree Credentialing and Certification ...... 17 Public Health Practice Experience Guidelines ...... 18 Culminating Experience Project Guidelines ...... 20 Resources for Students ...... 22 “Incomplete” Grades...... 24 Leaves of Absence (LOA) ...... 25 MCPHS University Grievance Policies ...... 26 So What Can I Do With My MPH? ...... 27 Appendix A: Curriculum Map, Boston students Appendix B: Curriculum Map, Online students Appendix C: CHES Preparation Advising Sheet Appendix D: Public Health Practice Experience Preceptor Manual Appendix E: Culminating Experience Pre-Course Approval Form Appendix F: Incomplete Contract between Students and Faculty Appendix G: Overview of TutorMe
A Brief History
Under the leadership of Carly Levy, the MPH degree program was initially approved by the Board of Trustees of MCPHS University (f/k/a the Massachusetts College of Pharmacy and Health Sciences) in 2012 and is an applicant for initial accreditation by the Council on Education for Public Health (CEPH). The MPH at MCPHS has 3.0 FTE (full time equivalent) faculty and over 30 FTE students. The program offers both an online and campus-based option on the Boston campus. Students may take classes full-(nine or more semester hours) or part-time (fewer than nine semester hours). The current concentration is community health, which is defined as a:
multi-sector and multi-disciplinary collaborative enterprise that uses public health science, evidence-based strategies, and other approaches to engage and work with communities, in a culturally appropriate manner, to optimize the health and quality of life of all persons who live, work, or are otherwise active in a defined community or communities (Goodman, Bunnell, Posner, 2014).
In 2013, the MPH program partnered with several academic degree programs to develop joint degrees in the following areas: Doctor of Optometry/Master of Public Health (OD/MPH), Doctor of Pharmacy/Master of Public Health (PharmD/MPH, both Boston and Worcester/Manchester), Master of Science in Dental Hygiene/Master of Public Health (MS/MPH), and Bachelor of Science in Public Health/Master of Public Health (BSPH/MPH).
Public health is not just a profession - it is also a dynamic occupation that requires vision for how to keep the public healthy utilizing the social ecological model of health. To enhance the effectiveness of the profession of public health and to effectively train professionals who will contribute to the discipline of public health, the MCPHS MPH Advisory Committee, along with the input of students, alumni, and community public health professionals, partake in an active change process to adapt our public health training program to meet the needs of the public health workforce. Our overarching goal is to ensure that our program curriculum provides cutting-edge information for our students so they may effectively address the challenges faced by the growing healthcare crises in the United States and globally.
The MPH curriculum design and content are a reflection of several national initiatives: 1) the Council on Linkages Public Health Competencies; 2) the ASPPH MPH Core Competency Model; 3) the Institute of Medicine report “Who will keep the public healthy, educating the public health workforce for the 21st century”; 4) the Council on Education for Public Health accreditation criteria; and 5) the report, Framing the Future: A Master of Public Health degree for the 21st century. In addition, our training program is a reflection of: a) the practical experience our faculty have working in the field of public health; b) feedback received from our MPH Advisory Committee; c) input from students’ internship supervisors; d) feedback from graduate students through formal and informal evaluation; e) recommendations of recognized professionals in public
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health education; f) guidance from the scientific and professional literature; and g) advice from community partners and external stakeholders.
Candidates for the MPH are required to complete 42 semester hours of coursework. These requirements provide 18 semester hours of core classes, 18 semester hours of concentration classes within “community health,” and six semester hours of electives.
Admission to the MPH program
The admission standards stated below are the minimum requirements. Typically, a successful applicant has an undergraduate GPA of 3.0; a statement of goals that demonstrates the student’s interest in public health; readiness for graduate coursework; and a resume that highlights the student’s experience in public health or a related discipline.
The minimum requirements are: 1. A bachelor's degree from an accredited college or university; 2. An undergraduate minimum grade point average of at least 3.00 (4.00 basis). Students who do not meet these standards may be asked to participate in an interview with the Program Director or be required to complete additional qualifying work prior to receiving “conditional acceptance”; 3. Statement of Goals (~500 words) that demonstrates an interest in and/or passion for public health; and 4. Current resume demonstrating experience and/or education in public health or related discipline.
The application for the online and Boston programs can be found at the following link: https://mcphstrog.my-online-app.com/
Additional Admission Concerns
The MPH program faculty recommend that students have social services and/or public health-related work experience prior to entering the program. Without this experience, it becomes more difficult to comprehend how the coursework and applied projects fit together.
Our program has a history of accepting the majority (i.e., 80-90%) of the students in the fall semester. Nonetheless, our sequencing of courses is designed in such a way as to allow smooth matriculation through the program should a student start in the spring semester.
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Checklist for Student Success in the MPH
Things to do as a student to facilitate a positive experience in the MPH program at MCPHS University
____ Arrange an appointment every semester with your assigned faculty advisor to: 1. Discuss planned coursework; 2. Review your Program Evaluation in WebAdvisor; 3. Discuss intended practice and/or culminating experiences (if applicable); and 4. Provide feedback about how the program is going for you.
____ Spend some time thinking about where or in what type of organization(s) you want to do your required practice experience and develop a timeline for when you would start a full-time OR part-time practice experience. Be sure to share your thoughts/plans with the MPH Program Director for approval OR work with her to develop a strategy that will work best for you.
____ Spend time thinking about the culminating experience requirement. Early in the program you should begin thinking about an area of interest you might wish to pursue and preliminary research questions. If you have questions about this requirement, be sure to ask early and often! Schedule an advising session or send an email. Begin planning for this requirement TWO full semesters prior to your planned graduation date.
____ Make sure you have the most recent MPH Public Health Graduate Program and Practice Experience Preceptor Manuals.
____ Become familiar with the resources at MCPHS University. Start with the student portal: https://my.mcphs.edu/ (e.g. Registrar, Library Services, Center for Professional Career Development, Information Services, etc.)
____ Review the University Catalog and Student Handbook for all academic policies and procedures at the institution. Be sure to reference the University Catalog that corresponds with your year of matriculation.
____ Log on to Blackboard at https://mcphs.blackboard.com/ and become familiar with the layout.
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Public Health Program Faculty
FACULTY RESEARCH INTERESTS CONTACT [email protected] Virginia Briggs Spina Bifida W: (617) 732-1032 Assistant Professor of Public Health MS – University of Massachusetts, Amherst PhD – University of Massachusetts Medical School
Carly Levy Opioid Use Disorders; Women’s [email protected] MPH Program Director Health; Structural, Personally W: (617) 735-1014 Instructor of Public Health Mediated, and Internalized Racism; C: (508) 737-6254 MPH – Boston University Health Equity; Universal Design for DHS – MCPHS University, Learning. anticipated 2018 Certified in Public Health (CPH)
Lindsay Tallon Environmental Epidemiology (air [email protected] Instructor of Public Health pollution, infectious diseases); Social W: (617) 732-2146 MSPH – University of North and Behavioral Health (aging Carolina populations); Public Health Practice. PhD – Northeastern University, Certified in Public Health (CPH)
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Adjunct Faculty Course(s) Contact Information Felipe Agudelo, EdD, MPH PBH701, Survey of [email protected] Public Health; PBH755, Health Promotion and Education Gina Crosley-Corcoran, MPH PBH805, Maternal and [email protected] Child Health James Daniel, MPH DRA809, Health [email protected] Epidemiology Tewodros Eguale, MD, PhD, DRA809, Health [email protected] MSc Epidemiology John Grieb, MPH PBH710, Health Policy & [email protected] Management, PBH801 Community Organizing Monik Jimenez, ScD, SM DRA807, Statistics of [email protected] Clinical Research Lisa Johnson, MS, MPH PBH760, Program [email protected] Design, Research, and Evaluation; PBH765, Community Health Assessments Kim Kronenberg, MS PBH815, Mass [email protected] Communication and Health David Morgan, MS DRA807, Statistics of [email protected] Clinical Research Sarah Peterson, MPH PBH755 Health [email protected] Promotion and Education, PBH765 Community Health Assessments Lori Rainchuso, MS, RDH Courses in MS Dental [email protected] Hygiene Sheila Seed, PharmD, MPH Courses in PharmD/MPH [email protected]
John Shoemaker, MPH PBH750, Community [email protected] Health Science and Practice, PBH801, Community Organizing Michael Spooner, EdD(c), MHA PBH710, Health Policy [email protected] and Management, PBH755, Health Promotion and Education Lynn Squillace, JD, MPH PBH825, Public Health [email protected] Law Jennifer Tebbe-Grossman, PhD PBH710, Health Policy [email protected] and Management
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Public Health Program Support - Boston
STAFF AREA OF EXPERTISE CONTACT
Center for Academic Withdrawals; Leave of [email protected] Success and Enrichment Absence form W: (617) 732-2860 Boston
Course registration issues, [email protected] Registrar’s Office student records, transcripts W: (508) 373-5899
Student Financial Questions about tuition bills, Services, Boston W: (617) 732-2864 financial aid
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Public Health Program Support - Online
STAFF AREA OF EXPERTISE CONTACT
Julie George Withdrawals; Leave of
Director of Online Absence form; Questions you [email protected] Student Services and are unsure who to go to about W: (617) 732-2988 Program Management, (not related to academics or
MCPHS Online advising)
Mary Soojian Course registration issues [email protected] Director of Operations, W: (508) 373-5899 MCPHS Online
Kristen Desrochers Assistant Director, Questions about tuition bills, [email protected] Student Financial financial aid W: (603) 314-1729 Services
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Social Media
Follow the MPH program on:
1) Facebook
https://www.facebook.com/MasterofPublicHealthProgramMCPHSUniversity/
2) Twitter
https://twitter.com/MCPHSMPH
3) Instagram
https://www.instagram.com/mcphsmph/
4) Remind
https://www.remind.com/join/mphstu
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Mission, Values, Goals, and Competencies
MPH program Mission
The program’s mission is to cultivate, mentor, and inspire public health professionals that are able to address complex health issues using the skills they have acquired though academic and experiential learning, research, and collaboration.
MPH program Values
The following values are considered to be fundamental to the program. The MPH program at MCPHS University values: I. Learner-centered teaching and student engagement that fosters intellectual vitality, critical thinking, and lifelong responsibility for learning and continuing professional development; II. Honesty, integrity, professionalism, and personal responsibility; III. Embracing diversity and emphasizing the importance of addressing social justice and improving health equity; IV. Adaptability and flexibility in response to the ever-changing external environment V. Excellence and innovation in education, scholarship and research, and service, including community-based initiatives; VI. Scholarship that contributes to developing knowledge, improving health sciences education, and improving health care and health outcomes; VII. Education that fosters developing the whole person.
MPH program Goals
I. Instructional Goals A. Prepare graduate students with the knowledge, skills, and competencies needed to reduce health disparities and improve health outcomes in their communities. B. Provide students with integrated technology, learner-centered teaching methodologies, accomplished faculty, and significant student support throughout the program. C. Promote a diverse student body and a collaborative environment that encourages cultural understanding and discovery of creative solutions to public health issues. II. Research Goals A. Increase and strengthen public health focused research projects and opportunities. B. Advance interdisciplinary research and collaboration within public health projects. C. Enhance students’ research skills and abilities and provide opportunities to engage with faculty on research projects. III. Service and Outreach Goals A. Engage state and local public health agencies, students, and research partners in addressing public health issues. B. Partner with local, state, federal, and global health agencies to provide unique service opportunities to students.
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MPH Competencies (primarily obtained in MPH courses listed and may be reinforced in other courses as necessary)
Ethics 1. Apply principles of public health ethics to the practice of planning, developing, implementing, and evaluating interventions to ensure equity and accountability across all populations served. (PBH705, PBH755, PBH890, PBH895, PBH898) Biostatistics & Epidemiology 2. Develop appropriate study design to collect, record, store, and analyze data ensuring its alignment with the research question(s). (DRA809, PBH895, PBH898) 3. Interpret and communicate the results and limitations of statistical analyses of public health data in both technical and nontechnical terms. (DRA807, DRA809, PBH760, PBH895, PBH898) Environmental Health 4. Apply principles of risk assessment, risk management, and risk communication to address environmental exposures that impact health. (PBH705) 5. Address human, ecological, and safety effects of major environmental and occupational agents considering differences in susceptibility to exposures. (PBH705, DRA807) Social & Behavioral Sciences 6. Address public health problems by applying principles of the social and behavioral sciences in all phases of public health practice from initial assessment to outcome evaluation. (PBH715) Health Policy & Management 7. Utilize knowledge of the organization and finance of healthcare systems to reduce costs, improve the patient healthcare experience, and improve the health of populations in the communities served. (PBH710)
8. Develop, implement, and evaluate policies to improve the health status of populations considering the stakeholders, identified needs, and priorities within a community. (PBH710) Social Justice & Health Equity 9. Reduce health inequalities by addressing social determinants of health as identified by Healthy People 2020: Economic Stability, Education, Social and Community Context, Health and Health Care, and Neighborhood and Built Environment. (PBH705, PBH710, PBH715, PBH755, PBH765)
10. Advance social justice by recognizing and confronting the impact of power and privilege on health outcomes while acknowledging personal and societal norms and biases. (PBH701, PBH705, PBH710, PBH715, PBH755)
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Leadership 11. Integrate leadership theories into practice to influence attitudes and behaviors, promote collaboration, and build integrity in the public health profession. (PBH890, PBH895, PBH898) Communication 12. Apply principles of communication to deliver effective public health messages to diverse audiences through appropriate channels. (PBH755)
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Community Health Concentration Competencies (primarily obtained in MPH courses listed and may be reinforced in other courses as necessary)
Identifying Data 1. Develop a structured approach to identify data sources, access data, evaluate data quality and utility, and highlight any gaps in data to address a public health issue. (PBH715, PBH765, PBH895, PBH898) Community Health Assessments 2. Conduct a needs assessment across all community sectors using both quantitative and qualitative approaches. (PBH760, PBH765) 3. Develop a community action plan and establish health improvement priorities based on results of the health assessment. (PBH760, PBH765) Community Engagement 4. Facilitate collaborative partnerships to engage community members, create shared ownership, accountability, and responsibility, and disseminate information to improve health outcomes. (PBH760, PBH765) Program Planning 5. Plan programs and community interventions through a structured process that uses current data and appropriate tools such as evidence-based frameworks and logic models. (PBH750, PBH760) Community Based Participatory Research 6. Apply the principles of community-based participatory research to improve health outcomes in diverse populations. (PBH760, PBH765) Evaluation of Interventions 7. Integrate process and outcome evaluations in all phases of intervention development and implementation. (PBH760)
8. Analyze, review, and disseminate evaluation data, including the identification and incorporation of necessary changes to promote high quality interventions. (PBH760) Health Promotion & Education 9. Apply principles of health education, health promotion, and health literacy to bring about positive change through self-efficacy and empowerment in the target population. (PBH750, PBH755, PBH765) Cultural Competency
10. Leverage frameworks of cultural competency to develop public health practices that are respectful, inclusive, and responsive to the needs of diverse populations. (PBH755)
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Master of Public Health Program Overview
CORE COURSES Credits PBH701 Survey of Public Health 3 PBH705 Intro to Environmental Health 3 PBH710 Intro to Health Policy and Management 3 PBH715 Intro to Social and Behavioral Sciences 3 DRA807 Statistics of Clinical Research 3 DRA809 Health Epidemiology 3 Total Credits of Core Courses 18
CONCENTRATION COURSES Credits PBH750 Community Health Science and Practice 3 PBH755 Health Promotion and Education 3 PBH760 Program Design, Research, & Evaluation 3 PBH765 Community Health Assessments 3 PBH890 Public Health Practice Experience 2 PBH895 Preparatory Seminar, Culminating Experience 1 PBH898 Culminating Experience 3 Total Credits of Concentration Courses 18
ELECTIVE COURSES (Select 2) Credits PBH801 Community Organizing 3 PBH805 Maternal and Child Health 3 PBH810 Public Health Emergency Preparedness 3 PBH815 Mass Communication and Health 3 PBH820 Public Health Genetics 3 PBH825 Public Health Law 3 PBH830 Health Informatics 3 DRA811 Health Policy and Development Analysis 3 DRA818 The Law of Healthcare Compliance 3 Total Credits of Elective Courses 6
Minimum Total for MPH in Community Health 42
The curriculum map to help you decide when to take courses can be found in Appendix A for Boston students and Appendix B for online students.
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Graduation
Information regarding graduation policies, including eligibility, graduation with honors, and petition to graduate, can be found in the MCPHS University Catalog and the Student Handbook.
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Public Health Professional Societies/Associations
Public health graduate students can benefit greatly by joining public health professional associations as a student member. You can receive journals, newsletters, conference information and opportunities to become more involved in the profession. Membership information is available online:
American Public Health Association (APHA) http://www.apha.org APHA Student Assembly http://apha.org/apha-communities/student-assembly The APHA Student Assembly is the nation's largest student-led organization dedicated to furthering the development of students, the next generation of professionals in public health and health-related disciplines. APHA-SA represents and serves students of public health and other health-related disciplines by connecting individuals who are interested in working together on public health and student-related issues. Positive outcomes include networking, leadership experience, and seeking out opportunities for jobs, fellowships, and grants and other ways to further your career. Society for Public Health Education (SOPHE) http://www.sophe.org Massachusetts Public Health Association (MPHA) https://mapublichealth.org/
Public Health Society
The Public Health Society (PBHS) was created to enhance the community among MPH students and promote public health at the University and throughout the community. The organization fosters professional and academic development of the students in the MPH Program; develops relationships between the MPH students and MCPHS faculty with interests in public health and other allied-health professionals; and continues to propagate the mission statement of the organization.
MCPHS Public Health Society Mission Statement: The purpose of the MCPHS Public Health Society is to provide MCPHS students with an interest in public health with an environment in which they can commit, develop and promote the health and well-being of others through public service, education, research, practice, leadership and public policy. Additionally, it is our goal to provide students with opportunities for association and interaction with faculty and other students. For more information, please contact: [email protected]
Post Degree Credentialing and Certification
CHES Credentialing Process:
CHES = Certified Health Education Specialist For more information on how to become “CHES” or “MCHES” Certified go to: www.NCHEC.org or call (888) 624-3248 or (888) 624-3248
An advising sheet for this credential can be found in Appendix C.
CPH Board Certification Process
CPH= Certified in Public Health For more information on how to become board certified as a CPH, go to: https://www.nbphe.org/, email [email protected], or call 202-296-1099.
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Public Health Practice Experience Guidelines
I. Course Description - Provides field experience for all MPH Candidates. Students will select a public health agency, health care facility, non-profit organization or other health-related site. Students must submit a proposal to their faculty advisor before registering. Students will also be evaluated by an on-site preceptor and must be actively engaged in the course Blackboard site in addition to their internship site.
II. Learning Objectives - After successful completion of the course, the student will be able to: a. Develop an evidence-based project plan and learning objectives for the Practice Experience. b. Analyze individual, organizational, and community concerns, deficits, assets, and resources. c. Design implementation and evaluation plans for the specific public health project d. Assess personal public health knowledge and skills and identify strengths and areas for growth. e. Embody professionalism and a spirit of collaboration with diverse communities and constituencies. f. Demonstrate team-building, negotiation, and conflict management skills. g. Summarize data relevant to the public health issue addressed in the Practice Experience. h. Design an effective and visually interesting poster to present results from the Practice Experience. i. Present the poster to an audience of peers, faculty and practitioners from the public health community.
III. Number of Hours a. 8 hours per week for the 15-week semester (Fall/Spring) = 120 hours total b. 12 hours per week for the 10-week semester (Summer) = 120 hours total
IV. Prerequisites a. PBH701 and PBH750
V. Assignments a. Project Proposal b. Internship Agreement c. Literature Review d. Mid-Term Evaluation e. Evaluation Form following the practice experience f. Discussion Board Responses as requested g. Readings as assigned h. Poster Presentation at conclusion of project
VI. List of sites at which students have done their experience over the past two years
1. Partners for a Healthier Community, Inc., Pioneer Valley Asthma Coalition - Environmental Health 2. Quanterix Corporation - Epidemiology 3. University of Massachusetts Medical School - Health Informatics
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4. Sunshine Farm Sanctuary - Health Education/Applying for grants 5. Worcester Active Living Klub (WALK) - Health Promotion/Health Education 6. The Well-Being Promotion Program at the International Rescue Committee - Program Evaluation 7. Quinsigamond Community College, Department of Dental Hygiene - Health Promotion/Health Education 8. Newburyport, MA, Health Department - Health Promotion/Health Education 9. York High School - Social Media and Public Health 10. Cambridge Health Alliance-Union Square Family Health Center - Health Policy and Management 11. Spaulding Hospital, Outpatient - Health Promotion/Health Education 12. Cambridge Health Alliance, Government Affairs - Health Promotion/Health Education 13. Clark University - Health Promotion/Health Education 14. Everett Health Department/Joint Committee For Children's Healthcare in Everett - Health Promotion/Health Education 15. MCPHS University, School of Nursing (1) and MCPHS University, School of Arts & Sciences (1) - Health Promotion/Health Education and IPE, respectively 16. City of Nashua - Health Promotion/Health Education 17. Ministries of Aides International Inc. (MAII) - Grant Funding/Grant Management 18. Havenwood Heritage Heights - Health Promotion/Health Education 19. CVS Pharmacy & Weymouth Health Department - Health Promotion/Health Education 20. New York University College of Dentistry, Dental Hygiene Program - Health Promotion/Health Education 21. Onyx Pharmaceuticals - Health Promotion/Health Education 22. Worcester Medical Center/Reliant Medical Group/Saint Vincent Hospital - Public Health Genetics 23. The Caregiver's Inc. - Health Promotion/Health Education
VII. Responsibilities
Student Preceptor Faculty Advisor Select a site to Sign learning contract; Approve project complete the project; Ensure the student is proposal; Submit the project working at the level of a Sign learning contract; proposal; graduate student; Work with student to Collaborate with the Assist the student in ensure objectives of faculty advisor on the meeting their practice the course will be met project; experience goals. and student will have a Work collaboratively good experience; with the site to Be available to site complete the project; preceptor (if necessary) Complete all course if they have questions. requirements to include a presentation of the findings in a scientific poster. The preceptor manual is attached as Appendix D. This manual outlines the expectations of the preceptor, includes the internship agreement, and provides a sample syllabus.
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Culminating Experience Project Guidelines Data Analysis & Interpretation Project Guidance
The data analysis and interpretation project for the Culminating Experience is designed to provide the student with the opportunity to analyze existing (secondary) data surrounding a particular topic. This project requires that students have clearly defined research questions and have conducted a thorough literature review, which aids in supporting the research questions and thus the entire project. In addition, students will need to interpret the results of the analysis and draw appropriate conclusions based upon the original data course, type of analysis, etc.
Required Elements (Elements will be revised and used to create the final research article.)
The data analysis and interpretation project requires the following elements:
I. Literature review (Due in Week 5) a. Specific topics (Why is it important? What is known about the variables under study? Critically review the existing literature and identify gaps.) b. Rationale for project (What gaps in the literature will the project address? Should be supported by the literature review.)
II. Methods (Due in Week 7) a. Research questions (Two or three distinct questions that will be answered by the planned analyses.) b. Data source (Description of the data source – where the data come from, how was it collected, etc.) c. Operational definitions (Definitions of the variables that are being studied.) d. Statistical analyses to be done for each research question (Specific analyses to be conducted.) e. IRB approval
III. Results (Due in Week 10) a. Reporting of findings (must include at least two tables or figures)
IV. Interpretation and conclusions (Submitted as part of final research article) a. Summary of major/important results b. Conclusions (i.e. interpretation of results and “answers” to research questions; public health significance) c. Recommendations based upon results of study
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Final Research Article Submission Guidelines
When we reach the conclusion of the course, each of you will have created a submission-ready publication piece. The guidelines for this article are based upon the requirements established by major journals such as American Journal of Public Health and similar public health publications. Specific guidelines include:
1. A maximum of 3000 words, including abstract. 2. No more than four (4) tables and/or figures. 3. No more than 35 references (you should have 15 or more for a project of this scope). 4. Article must include headings for the following: Introduction, Methods, Results, Discussion, and Public Health Implications.
Final Presentation Guidelines
The final PowerPoint Presentation will be designed to meet the requirements of most professional conferences. A clear and concise presentation limited to a total of 10 minutes. There is not a specific number of slides that are required for this presentation; however, it should be designed such that if someone were to read it without hearing you speak, they would know all of the pertinent elements of the research that was carried out (i.e. it should be capable of standing alone). The presentation must include recorded narration.
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Resources for Students
MCPHS University Library & Learning Resources The mission of the Division of Library and Learning Resources is to serve as an information resource and to provide access to the literature of the health sciences in order to support the academic programs and the information needs of students, faculty and staff of the University. We partner, train, educate, guide, mentor, and innovate to best meet our community’s needs!
The Library directly supports the MPH program directly through a variety of resources and services including:
Work with a Librarian Librarians are here to support your learning, teaching, research, and to make finding information a straightforward and friendly process for everyone. You may also see librarians and library resources in your online courses!
You can contact the reference desk by phone, email or chat for immediate help, or set up a research appointment with your Liaison Librarian for an in-depth, one-on-one consultation.
Reference Online: https://my.mcphs.edu/Library/Library%20Services/AskALibrarianForm Reference (Boston): 617-732-2813 Reference (Worcester): 508-373-5631 Reference (Manchester): 603-314-1717 Liaison Librarian: Erin Wentz | [email protected] |617-732-2810
Research & Resources Start with our Public Health Research Guide – your gateway to the Public Health resources in the MCPHS Library. Visit the full library website for additional resources. Public Health Research Guide: https://mcphs.libguides.com/public_health Full Library Website https://my.mcphs.edu/library
Interlibrary Loan (ILL) If you need additional materials for academic work that the Library does not own, we may be able to borrow them for you from another library. To place interlibrary loan requests, please use the form that best matches your need: Articles Directly from a Database (From FindIt@MCPHS. Click Request Form and follow the prompts.) Articles & Book Chapters: https://my.mcphs.edu/Library/InterlibraryLoan/ILLArticlesAndChaptersRequestFo rm Books, MCPHS Dissertations & Theses: https://my.mcphs.edu/Library/InterlibraryLoan/ILLBooksRequestForm (Books are available to on-ground students only.)
Borrowing In addition to our extensive collection of print and online books, journals and media, as an MCPHS student you have access to multiple area libraries. Explore the full list of area libraries at https://my.mcphs.edu/Library/Library Services/Borrowing/Area Libraries. - 22 -
Writing Center The Writing Center located in White 400, offers online and face to face appointments with adjunct faculty from the School of Arts & Sciences. The Writing Center helps students understand and navigate the writing process to become stronger, more confident writers. If there are no available sessions, students may add their name to a waitlist and they will be contacted via text message/email when an appointment opens. Students can also walk-in for writing support and we encourage students to plan accordingly when scheduling appointments. To view tutor availability and sign up for a session please log on to: www.mcphs.mywconline.com. Online students also have access to NetTutuor through Blackboard, an online system to assist you with writing and revision. Information on NetTutor can be found in Appendix F.
Bookstore The bookstore can be visited online or on the Boston campus to purchase textbooks, MCPHS apparel, gifts, etc. and can be found at the following link: http://www.bkstr.com/webapp/wcs/stores/servlet/StoreCatalogDisplay?storeId=11253&la ngId=-1&catalogId=10001
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“Incomplete” Grades
The University’s policy with respect to incomplete grades is set forth in both the MCPHS University Catalog and Student Handbook in the section titled “Grading Policies”. To request a grade of “Incomplete” for a class, the student must make a request to the professor of that class prior to the final week of the class, and discuss with the professor when and how the remaining coursework will be completed. The student has 3 weeks from the beginning of the next semester (including summer) to complete the course where an “I” has been given (unless an extended date has been granted by the instructor); failure to do so will result in a failure grade as provided in the University Catalog.
Be sure to discuss this with the faculty member so that a time frame that meets everyone’s needs can be set. This will facilitate a better outcome for all. (Faculty members may not have the time flexibility to review and rethink your coursework [i.e., papers, proposal, etc.] in a short time period unless you are able to meet the agreed-upon time frames for completion.) It is your responsibility to keep in touch with the faculty member who agreed to give you the “I” (incomplete).
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Leaves of Absence (LOA)
MCPHS University’s policy on leaves of absence is set forth in the University Catalog.
Online Students Students enrolled in the online MPH program who wish to take a leave of absence from the University must complete the Leave of Absence form and submit it to the Director of Online Students Services and Program Management, Julie George. Forms may be submitted electronically to [email protected] or by fax to 508.438.0223.
The Director of Online Student Services will:
Review the form for completeness; Acquire all required signatures to get the form approved; and Notify the student whether the leave is academically approved or denied within one week (or five business days) via the student’s MCPHS email account.
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MCPHS University Grievance Policies
The Master of Public Health Program, along with the other Schools and Programs within MCPHS University, follow University-wide grievance policies related to both academic and non- academic issues. In terms of academic issues, the University has an Academic Policies and Procedures section within both the University Catalog and University Student Handbook, which includes grievance procedures. Included within the Academic Policies and Procedures section are Grading Policies, such as the Grade Appeal process, as well as the Academic Dismissal and Appeal Process.
With respect to non-academic issues, including discrimination, students’ grievance procedures are included in each of the University’s policies and procedures: Affirmative Action Policy & Non-Discrimination Policy, Protection from Harassment Policy (Title IX), and the MCPHS Compliance Hotline. The Deans of Students oversee the Student Code of Conduct and Discipline System and students may bring forward concerns and grievances (non-academic) through this system. The Academic Honesty Policy also includes grievance procedures.
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So What Can I Do With My MPH?
The Association of Schools and Programs in Public Health suggests that public health professionals focus on preventing disease and injury by promoting healthy lifestyles. They implement educational programs, develop policies, administer services, conduct research, and regulate health systems to achieve these goals. Thus, the sky is the limit!
For suggested search engines, agencies, and websites for public health careers, please visit the following link that is updated on a regular basis: https://docs.google.com/document/d/14X765jgDRjdE1OQWHE85dvn4V6GNDNJ2q0jihCFzlRI/e dit?usp=sharing
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Appendix A: MPH Curriculum Map – Boston Campus 2017-2018 Fall Spring Summer
PBH701, Survey of Public Health DRA807, Statistics in Clinical Research DRA807, Statistics in Clinical Research
DRA807, Statistics in Clinical Research DRA809, Health Epidemiology PBH705, Intro to Env Health Sciences
DRA809, Health Epidemiology PBH715, Intro to Soc & Behav Sci PBH710, Intro to Health, Pol & Mgmt
PBH705, Intro to Env Health Sciences PBH750, Community Health Sci & Prac PBH755, Health Prom and Ed
PBH710, Intro to Health, Pol & Mgmt PBH755, Health Prom and Ed PBH765, Community Health Assess
PBH760, Prog Design and Evaluation PBH765, Community Health Assess PBH895, Prep Sem, Culm Exp
PBH890, Pub Health Practice PBH898, Culminating Experience PBH890, Pub Health Practice
PBH895, Prep Sem, Culm Exp DRA811, Health Policy PBH820, Genetics and Public Health
PBH898, Culminating Experience PBH805, Maternal and Child Health PBH801, Community Organizing
PBH815, Mass Comm and Health PBH830 Public Health Informatics PBH810, Public Health Em Prep
PBH825, Public Health Law
Core Courses Culminating Experience Electives
Community Health Concentration Courses Practice Requirement Appendix A: MPH Curriculum Map – Boston Campus 2018-2019 Fall Spring Summer
PBH701, Survey of Public Health DRA807, Statistics in Clinical Research DRA807, Statistics in Clinical Research
DRA807, Statistics in Clinical Research DRA809, Health Epidemiology PBH705, Intro to Env Health Sciences
DRA809, Health Epidemiology PBH715, Intro to Soc & Behav Sci PBH710, Intro to Health, Pol & Mgmt
PBH705, Intro to Env Health Sciences PBH750, Community Health Sci & Prac PBH755, Health Prom and Ed
PBH710, Intro to Health, Pol & Mgmt PBH755, Health Prom and Ed PBH765, Community Health Assess
PBH760, Prog Design and Evaluation PBH765, Community Health Assess PBH895, Prep Sem, Culm Exp
PBH890, Pub Health Practice PBH898, Culminating Experience PBH890, Pub Health Practice
PBH895, Prep Sem, Culm Exp DRA811, Health Policy PBH820, Genetics and Public Health
PBH898, Culminating Experience PBH805, Maternal and Child Health PBH801, Community Organizing
PBH815, Mass Comm and Health PBH830 Public Health Informatics PBH810, Public Health Em Prep
PBH825, Public Health Law
Core Courses Culminating Experience Electives
Community Health Concentration Courses Practice Requirement Appendix A: MPH Curriculum Map – Boston Campus 2019-2020 Fall Spring Summer
PBH701, Survey of Public Health DRA807, Statistics in Clinical Research DRA807, Statistics in Clinical Research
DRA807, Statistics in Clinical Research DRA809, Health Epidemiology PBH705, Intro to Env Health Sciences
DRA809, Health Epidemiology PBH715, Intro to Soc & Behav Sci PBH710, Intro to Health, Pol & Mgmt
PBH705, Intro to Env Health Sciences PBH750, Community Health Sci & Prac PBH755, Health Prom and Ed
PBH710, Intro to Health, Pol & Mgmt PBH755, Health Prom and Ed PBH765, Community Health Assess
PBH760, Prog Design and Evaluation PBH765, Community Health Assess PBH895, Prep Sem, Culm Exp
PBH890, Pub Health Practice PBH898, Culminating Experience PBH890, Pub Health Practice
PBH895, Prep Sem, Culm Exp DRA811, Health Policy PBH820, Genetics and Public Health
PBH898, Culminating Experience PBH805, Maternal and Child Health PBH801, Community Organizing
PBH815, Mass Comm and Health PBH830 Public Health Informatics PBH810, Public Health Em Prep
PBH825, Public Health Law
Core Courses Culminating Experience Electives
Community Health Concentration Courses Practice Requirement Appendix B: MPH Curriculum Map – Online 2017‐2018 Fall Spring Summer
PBH701, Survey of Public Health PBH701, Survey of Public Health DRA807, Statistics in Clinical Research
DRA807, Statistics in Clinical Research DRA807, Statistics in Clinical Research PBH705, Intro to Env Health Sciences
DRA809, Health Epidemiology DRA809, Health Epidemiology PBH710, Intro to Health, Pol & Mgmt
PBH705, Intro to Env Health Sciences PBH715, Intro to Soc & Behav Sci PBH755, Health Prom and Ed
PBH715, Intro to Soc & Behav Sci PBH750, Community Health Sci & Prac PBH765, Community Health Assess
PBH710, Intro to Health, Pol & Mgmt PBH755, Health Prom and Ed PBH895, Prep Sem, Culm Exp
PBH750, Community Health Sci & Prac PBH765, Community Health Assess PBH890, Pub Health Practice
PBH760, Prog Design and Evaluation PBH760, Prog Design and Evaluation PBH801, Community Organizing
PBH898, Culminating Experience PBH898, Culminating Experience PBH810, Public Health Em Prep
PBH890, Pub Health Practice PBH890, Pub Health Practice
PBH815, Mass Comm and Health DRA811, Health Policy
PBH820, Genetics and Public Health PBH805, Maternal and Child Health PBH825, Public Health Law PBH830, Health Informatics
Core Courses Culminating Experience Electives
Community Health Concentration Courses Practice Requirement Appendix B: MPH Curriculum Map – Online 2018‐2019 Fall Spring Summer
PBH701, Survey of Public Health PBH701, Survey of Public Health DRA807, Statistics in Clinical Research
DRA807, Statistics in Clinical Research DRA807, Statistics in Clinical Research PBH705, Intro to Env Health Sciences
DRA809, Health Epidemiology DRA809, Health Epidemiology PBH710, Intro to Health, Pol & Mgmt
PBH705, Intro to Env Health Sciences PBH715, Intro to Soc & Behav Sci PBH755, Health Prom and Ed
PBH715, Intro to Soc & Behav Sci PBH750, Community Health Sci & Prac PBH765, Community Health Assess
PBH710, Intro to Health, Pol & Mgmt PBH755, Health Prom and Ed PBH895, Prep Sem, Culm Exp
PBH750, Community Health Sci & Prac PBH765, Community Health Assess PBH890, Pub Health Practice
PBH760, Prog Design and Evaluation PBH760, Prog Design and Evaluation PBH801, Community Organizing
PBH898, Culminating Experience PBH898, Culminating Experience PBH810, Public Health Em Prep
PBH890, Pub Health Practice PBH890, Pub Health Practice
PBH815, Mass Comm and Health DRA811, Health Policy PBH820, Genetics and Public Health PBH805, Maternal and Child Health PBH825, Public Health Law PBH830, Health Informatics
Core Courses Culminating Experience Electives
Community Health Concentration Courses Practice Requirement Appendix B: MPH Curriculum Map – Online 2019‐2020 Fall Spring Summer
PBH701, Survey of Public Health PBH701, Survey of Public Health DRA807, Statistics in Clinical Research
DRA807, Statistics in Clinical Research DRA807, Statistics in Clinical Research PBH705, Intro to Env Health Sciences
DRA809, Health Epidemiology DRA809, Health Epidemiology PBH710, Intro to Health, Pol & Mgmt
PBH705, Intro to Env Health Sciences PBH715, Intro to Soc & Behav Sci PBH755, Health Prom and Ed
PBH715, Intro to Soc & Behav Sci PBH750, Community Health Sci & Prac PBH765, Community Health Assess
PBH710, Intro to Health, Pol & Mgmt PBH755, Health Prom and Ed PBH895, Prep Sem, Culm Exp
PBH750, Community Health Sci & Prac PBH765, Community Health Assess PBH890, Pub Health Practice
PBH760, Prog Design and Evaluation PBH760, Prog Design and Evaluation PBH801, Community Organizing
PBH898, Culminating Experience PBH898, Culminating Experience PBH810, Public Health Em Prep
PBH890, Pub Health Practice PBH890, Pub Health Practice
PBH815, Mass Comm and Health DRA811, Health Policy
PBH820, Genetics and Public Health PBH805, Maternal and Child Health PBH825, Public Health Law PBH830, Health Informatics
Core Courses Culminating Experience Electives
Community Health Concentration Courses Practice Requirement
Appendix C: MCPHS University School of Arts & Sciences Pre-CHES Preparation Advising Sheet
Current Courses Offered at MCPHS University for Pre-CHES Preparation:* BEH 260 Behavioral Health PBH 450D.A Public Health Perspectives on Trauma BEH 451 Research Methods in Health Behavior PBH 480 Public Health Capstone BEH 456 Applications of Research Methods PBH 701 Survey of Public Health BIO 346 Applied Concepts in Public Health PBH 710 Introduction to Health Policy & Management HSC 301 Health Promotion PBH 715 Introduction to Social & Behavioral Sciences HSC 410 Research Analysis & Methods PBH 750 Community Health Science & Practice HSC 450 Health Education & Promotion Leadership PBH 755 Health Promotion & Education HSC 450.N Planning Health Education & Promotion PBH 765 Community Health Assessments Programs PBH 801 Community Organizing HSC 470 Health Communications, Health Literacy, and PBH 805 Maternal & Child Health Health Disparities PBH 815 Mass Communication & Health HSC 480 Health Education & Promotion Leadership PBH 890 Public Health Practice Experience PBH 250 Intro to Public Health PBH 895 Preparatory Seminar, Culminating Experience PBH 420 Intro to Community Health PBH 898 Culminating Experience PBH 450A.A Peer Health Education
CHES Exam Eligibility According to the National Commission on Health Education Credentialing (NCHEC), eligibility to take the CHES examination is based exclusively on academic qualifications. An individual is eligible to take the examination if he/she has a bachelor's, master's or doctoral degree from an accredited institution of higher education; AND one of the following: An official transcript (including course titles) that clearly shows a major in health education, e.g., Health Education, Community Health Education, Public Health Education, School Health Education, etc. Degree/major must explicitly be in a discipline of "Health Education.” OR An official transcript that reflects at least 25 semester hours or 37 quarter hours of course work (with a grade "C" or better) with specific preparation addressing the Seven Areas of Responsibility and Competency for Health Educators.
The following guidance is offered from NCHEC to applicants without an earned degree in Health Education seeking to qualify for the CHES exam, based on the 25 hours of coursework requirement: A minimum of 12 semester hours/18 quarter hours must be from process courses that clearly align with the Seven Areas of Responsibility (visit link or see accompanying “Seven Areas” document). A maximum of 9 semester hours/14 quarter hours may be from topic-focused courses that include elements contained in the Seven Areas of Responsibility. A maximum of 6 semester hours/8 quarter hours may be from other courses that include elements contained in the Seven Areas of Responsibility.
*Please note that the CHES examination and credentialing process is administered solely by NCHEC. Students who wish to pursue the CHES credential must consult and apply directly with NCHEC for transcript review and eligibility decisions. The information provided above is intended only as a primer to introduce students to the credential and current courses available at MCPHS University that may count towards academic preparation for CHES exam eligibility. NCHEC has given preliminary assurance to MCPHS that the courses listed above may be taken in preparation for CHES exam eligibility. Some courses may count only as process or topic-focused courses and may need to be taken in conjunction with other courses and/or require additional approval (e.g. Capstone and Culminating Experience courses) in order to count towards eligibility. All eligibility decisions are made by NCHEC and they maintain sole discretion over approval. More information can be found on the NCHEC website at http://www.nchec.org/*
Appendix D:
MCPHS University
Master of Public Health (MPH) Program
PBH890 – Public Health Practice Experience
Preceptor Guide
1
Table of Contents Introduction ...... 3
Contact Information ...... 3
MPH Overview...... 3
Public Health Practice Experience Overview ...... 5
Public Health Practice Experience Objectives ...... 5
Preceptor Definition and Qualifications ...... 6
Preceptor Responsibilities ...... 6
Student Responsibilities ...... 7
Master of Public Health Program and Faculty Responsibilities ...... 8
Institutional Review Board ...... 8
Tips for a Successful Practice Experience ...... 9
Appendix A – Internship Agreement...... 10
Appendix B – Course Syllabus ...... 16
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Introduction
The development of a competent future public health workforce is strongly influenced by the public health students’ educational experiences. The responsibility for providing realistic, high quality public health education is shared by both the MCPHS University and the practitioners out in the field who precept our students during PBH890, Public Health Practice Experience. Every year, approximately 12 students in the Master of Public Health (MPH) Program at MCPHS serve as interns in public health agencies and related organizations. Internships provide opportunities to apply skills and knowledge learned in the classroom to the real world of public health. These applied experiences, in turn, strengthen our students’ competence in the key activities of our field. This Preceptor Guide is an effort to address potential questions students and preceptors may have about the Public Health Practice Experience course. We anticipate that more issues will emerge in the future. As they do, the guide will be updated. The guide starts with some background information on the MPH Program, with special emphasis on development of professional competencies, a hallmark of our program. The next section, Preceptor Definition and Qualifications, begins on page 6. This section addresses many of the specific issues and questions that our preceptors have posed to us during the past three years. The final sections provide information that is likely to be helpful to all preceptors: tips for a successful practice experience, the form that must be completed, and the course syllabus. We hope this guide is helpful to you. If you have suggestions or questions, please feel free to contact us.
Contact Information
Carly Levy, MPH, CPH MPH Program Director/Practice Experience Faculty Advisor [email protected] 617-735-1014
MPH Overview
The standard MPH program is a two-year, 42-credit program. The program is offered both online and face-to-face on our Boston campus. Students complete six core courses: Survey of Public Health, Biostatistics, Health Epidemiology, Environmental Health, Health Policy and Management, and Social and Behavioral Sciences. The current concentration is Community Health and students take the following courses: Community Health Science and Practice Health Promotion and Education Community Health Assessments
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Program Design, Research and Evaluation Public Health Practice Experience Preparatory Seminar, Culminating Experience Culminating Experience
Students are required to select two electives. The Public Health Practice Experience provides the opportunity for students to apply what they have learned in the didactic portion of the degree.
Competencies Expected of MPH Students All students in the MPH Program are expected to master a set of public health competencies during the course of their studies. There are 12 competencies for the MPH and 10 competencies for the Community Health Concentration.
MPH: 1. Apply principles of public health ethics to the practice of planning, developing, implementing, and evaluating interventions to ensure equity and accountability across all populations served. 2. Develop appropriate study design to collect, record, store, and analyze data ensuring its alignment with the research question(s). 3. Interpret and communicate the results and limitations of statistical analyses of public health data in both technical and nontechnical terms. 4. Apply principles of risk assessment, risk management, and risk communication to address environmental exposures that impact health. 5. Address human, ecological, and safety effects of major environmental and occupational agents considering differences in susceptibility to exposures. 6. Address public health problems by applying principles of the social and behavioral sciences in all phases of public health practice from initial assessment to outcome evaluation. 7. Utilize knowledge of the organization and finance of healthcare systems to reduce costs, improve the patient healthcare experience, and improve the health of populations in the communities served. 8. Develop, implement, and evaluate policies to improve the health status of populations considering the stakeholders, identified needs, and priorities within a community. 9. Reduce health inequalities by addressing social determinants of health as identified by Healthy People 2020: Economic Stability, Education, Social and Community Context, Health and Health Care, and Neighborhood and Built Environment. 10. Advance social justice by recognizing and confronting the impact of power and privilege on health outcomes while acknowledging personal and societal norms and biases. 11. Integrate leadership theories into practice to influence attitudes and behaviors, promote collaboration, and build integrity in the public health profession. 12. Apply principles of communication to deliver effective public health messages to diverse audiences through appropriate channels.
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Community Health: 1. Develop a structured approach to identify data sources, access data, evaluate data quality and utility, and highlight any gaps in data to address a public health issue. 2. Conduct a needs assessment across all community sectors using both quantitative and qualitative approaches. 3. Develop a community action plan and establish health improvement priorities based on results of the health assessment. 4. Facilitate collaborative partnerships to engage community members, create shared ownership, accountability, and responsibility, and disseminate information to improve health outcomes. 5. Plan programs and community interventions through a structured process that uses current data and appropriate tools such as evidence-based frameworks and logic models. 6. Apply the principles of community-based participatory research to improve health outcomes in diverse populations. 7. Integrate process and outcome evaluations in all phases of intervention development and implementation. 8. Analyze, review, and disseminate evaluation data, including the identification and incorporation of necessary changes to promote high quality interventions. 9. Apply principles of health education, health promotion, and health literacy to bring about positive change through self-efficacy and empowerment in the target population. 10. Leverage frameworks of cultural competency to develop public health practices that are respectful, inclusive, and responsive to the needs of diverse populations.
Public Health Practice Experience Overview
Provides field experience for all MPH candidates. Students will select a public health agency, healthcare facility, non-profit organization, or other health-related site. Students must submit a proposal to their faculty advisor before registering. Students will also be evaluated by an on-site supervisor. A minimum of 120 clock hours is required. Prerequisites: PBH701, PBH750; credit, 2 s.h.
Public Health Practice Experience Objectives
1. Develop an evidence-based project plan and learning objectives for the Practice Experience; 2. Analyze individual, organizational, and community concerns, deficits, assets, and resources; 3. Design implementation and evaluation plans for a specific public health project; 4. Assess personal public health knowledge and skills and identify strengths and areas for growth; 5. Embody professionalism and a spirit of collaboration with diverse communities and constituencies;
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6. Demonstrate team-building, negotiation, and conflict management skills; 7. Summarize data relevant to the public health issue addressed in the Practice Experience; 8. Design an effective and visually interesting poster to present results from the Practice Experience; and 9. Present a scientific poster to an audience of peers, faculty and practitioners from the public health community.
Preceptor Definition and Qualifications
“A preceptor is a person who teaches, counsels, inspires, serves as a role model and supports the growth and development of an individual (the novice) for a fixed and limited amount of time with the specific purpose of socializing the novice into a new role” (Morrow, 1984).
Qualifications Willingness to share professional values, beliefs, and skills with the student A passion for public health and a desire to share the practice with others A strong knowledge of public health Effective verbal and written communication skills, including the ability to listen and ask questions Well organized and dependable Strong problem solving skills
Preceptor Responsibilities
Prior to placement, the preceptor should: Identify a project or set of projects for a student to complete. Discuss competencies that the student will work to develop during the course of the internship. Review the student’s Internship Agreement to be sure you and the student agree on the projects and work assignments to be completed. If you are in agreement, sign the form so the student can begin the course. The form will also be signed by the MPH Faculty Advisor and the Provost.
Once the placement has been made, the preceptor should: Arrange a schedule with the student for completing the necessary hours. Give the student an orientation to the site early in the field experience. This will assist in a smooth transition into the site and optimize the use of available resources. Provide adequate office space and office materials for the student if necessary. Explain to the student your expectations of his or her conduct. The areas of dress, conduct, scheduling of hours, and general characteristics of the Practicum/Internship should be discussed. Allow sufficient time for supervision and instruction in the form of routine interactions.
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Guide the student in his or her next steps throughout the project as needed and ask to review work periodically. Provide the student with constructive feedback. Afford the student the time and patience needed for an optimal learning experience. Keep a record of the student's progress, hours at the site, and copies of his or her work. The preceptor should provide constructive feedback privately to the student. o Feedback should be specific and timely, based on observation of behavior and skills. o Feedback should include descriptions of specific behaviors with both positive and negative statements. o In the event that the preceptor and student cannot resolve an issue, the MPH Faculty Advisor should be contacted. Complete the final evaluation of the student.
Student Responsibilities
The student is responsible for choosing a special project/internship/practicum of interest and for contacting the potential agency/preceptor. Once a project has been selected, the student is expected to: Function as a professional: This should be reflected in projects and activities performed by the student as well as relationships with the preceptor, other agency staff, etc. Be professional in appearance, both in dress and conduct. Adhere to the schedule predetermined with the preceptor. Notify the preceptor if there is a possibility of being late or absent. Practice professional courtesy when communicating with clients and other health professionals. Clearly identify him or herself as a student when interacting with the public or with other health professionals. Report directly to the preceptor: The relationship between the student and the preceptor should be one of student-teacher rather than employer-employee, or co-workers. The student-teacher relationship should be built on mutual respect, trust, communication, and understanding. Complete a mid-point and final evaluation of the practice experience. Communicate concerns and problems to the preceptor and the MPH Faculty Advisor. Fulfill the learning goals, course objectives, and assignments. Follow agency policies and procedures (including policies on confidentiality, documentation, dress code, etc.). Develop and present a poster of findings.
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Master of Public Health Program and Faculty Responsibilities
Assist the student in clarifying educational goals and competencies to be strengthened by the placement. Assist the student in selecting potential sites for the field experience. Guide students through the IRB process via presentations and individual assistance. Respond to the needs of the student and preceptor during the internship and provide consultation to students and preceptors upon request. Review and critique student posters prior to presentation. Maintain regular communication with students during the course of the internship.
Institutional Review Board
Institution Review Boards exist to protect human subjects from physical, emotional, and economic harm; assess research risk as regards to benefit to the subject and research methodology; and assure University compliance with federal regulations. IRB review may be necessary on human subjects research conducted by MCPHS faculty, staff and students.
Research: "A systematic investigation, including research development, testing and evaluation, designed to develop or contribute to generalizable knowledge" Examples of Research Obtaining data from medical records Comparing two FDA approved drugs in an organized manner Running an investigational test for another site Doing statistical analysis for other sites
“Human" subject: A living individual about whom an investigator obtains either data through intervention or interaction with the individual; or identifiable private information.
“Protected Health Information”: Protected Health Information (PHI) is subject to federal privacy regulations. PHI is defined as health information about a patient that relates to the patient’s past, present, or future physical or mental health, the provision of health care, or the payment for health care, and identifies the patient or could reasonably be expected to identify the patient. Some examples include: name, telephone numbers, medical record numbers, full face photographic images, and biometric identifiers.
Students are encouraged to work with their Faculty Advisor and a preceptor to determine if an IRB review is necessary. The MCPHS IRB Homepage is located at https://my.mcphs.edu/institutional%20review%20board.
8
Tips for a Successful Practice Experience
1. Focus on competencies to be strengthened during the internship - One of the first tasks that preceptors carry out with students is the development of objectives that will assist the student to strengthen public health competencies, while meeting the organizational needs of the preceptor and agency. 2. Be familiar with internship requirements - The internship conducted by the student must meet the requirements outlined in the course syllabus. 3. Arrange an orientation to the agency for the student - Properly introducing the student to the agency or organization is crucial to the overall success of the internship and special project. Beginning with an orientation, the preceptor provides the environment in which the student can gain confidence in his or her ability to perform successfully as a public health practitioner. 4. Find the right pace - Frequently, the preceptor and the student are working together for the first time during the internship. A thoughtful assessment of the student’s abilities helps to avoid assigning too much responsibility too soon or withholding responsibilities that s/he may be able to complete. 5. Schedule regular meetings - Regular meetings in which the student updates the preceptor on progress and identifies any problems or issues are key to successful internships. Students are required to maintain a log of hours and internship assignments. This log can be signed weekly or monthly by the preceptor to assure that not only the hour requirement for the internship/practicum is met but that the student is on track with previously established goals and objectives. 6. Contact the MPH Program - Communication is key! Questions will arise, many of which can be handled with a quick phone call or email. Don’t hesitate to contact the MPH Faculty Advisor to discuss any issue that may arise. 7. Collaborate on the Poster and Presentation - To the extent possible, preceptors are encouraged to review their students’ posters and allow students to present their findings to members of the organization for discussion and feedback. These opportunities not only provide additional hands-on experiences and formal feedback to the agency, but they also help students prepare for their presentations.
9 Student is responsible for (i) filling out this form completely, (ii) having it signed and dated by the Preceptor, and (iii) submitting the completed form to the MCPHS Faculty Advisor for approval and for signing on behalf of MCPHS. INTERNSHIP AGREEMENT
THIS AGREEMENT (the “Agreement”) sets forth the understandings of the MCPHS University (“MCPHS”) student intern identified below (the “Student Intern”), the preceptor identified below (the “Preceptor”), and MCPHS with respect to the student internship described below (the “Internship”) in which the Student Intern will participate with the Preceptor as an integral part of the Student Intern’s course of study in the MCPHS Master of Public Health program.
By signing this Agreement, the Preceptor, the Student Intern, and MCPHS hereby agree as follows:
1. PARTIES
(a) STUDENT:
Student’s Name: ______Student ID#: ______Student’s Previous Degree(s): ______MCPHS Email: ______Phone #: ______Mailing Address:______Street City State Zip Code
(b) PRECEPTOR:
Agency Name: ______Agency website: ______Agency Fax: ______Preceptor’s Name: ______Credentials: ______Preceptor’s Title: ______Preceptor’s Email: ______Preceptor’s Phone: ______Agency Address:______Street Apt/Suite/Office ______City State/Country, if international Zip Code
(c) MCPHS FACULTY ADVISOR:
Name: ______Email: ______Phone: ______
April 2017
2. NOTICES
Notices with respect to this Agreement should be sent to: MCPHS University 179 Longwood Avenue Boston, Massachusetts 02115 Attention: Provost For administrative matters (such as scheduling, assignments, etc.) correspondence should be sent to: MCPHS University 179 Longwood Avenue Boston, Massachusetts 02115 Attention: Carly Levy
3. INTERNSHIP SCHEDULE
Begins ___/___/___ Ends ___/___/___ Planned Absences ______
Mon. Tues. Wed. Thurs. Fri. Sat.
Hours: ______
4. INTERNSHIP GOALS/LEARNING OBJECTIVES (Attach additional sheet if necessary)
______
______
______
______
5. PLANNED EXPERIENCES/PROJECTS (Attach additional sheet if necessary)
______
______
______
______
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6. STUDENT INTERN RESPONSIBILITIES. The Student Intern shall: (a) work on the days and at the times set forth above, which have been agreed upon with
the Preceptor; (b) demonstrate professionalism in manner, dress and appearance;
(c) maintain as confidential all patient, client, or other confidential records to which he or
she may have access in connection with the Internship; (d) conform to any specific regulations/policies of the organization in which the Internship
is taking place; (e) notify the Preceptor if the Student Intern will be absent from any scheduled
participation in the Internship; (f) keep the required log (including activities and hours);
(g) provide the MCPHS Faculty Advisor and the Preceptor with a written evaluation of the
Intern’s Internship experience after completion of the first 60 hours. Evaluation should include responses to the following questions: (i) Do you need more assignments than you have been given?
(ii) Do you feel that you are getting the right amount of supervision?
(iii) What additional skills can you bring to your Internship?
(h) notify the MCPHS Faculty Advisor should any problems or concerns arise.
7. PRECEPTOR RESPONSIBILITIES. The Preceptor shall: (a) provide an Internship experience that includes the goals/objectives and projects
described above; (b) provide an interim assessment of the Student Intern and discuss the results of such
assessment with the Student Intern; (c) complete a performance assessment of the Student Intern upon completion of the
Internship; and (d) notify the MCPHS Faculty Advisor if problems arise with the Student Intern.
8. MISCELLANEOUS. (a) The work performed in the Internship is an integral part of the Intern’s course of
academic study, and satisfactory completion of the Internship is a requirement of the curriculum. (b) The Intern is not entitled to a job or employment with the Preceptor at the completion
of the Internship. (c) The Intern is not entitled to wages or compensation for the time spent in the Internship.
(d) Violation of this Agreement may result in termination of the Internship.
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(e) If the Internship is conducted at the Student Intern’s place of employment, Internship
activities must be different from the Student Intern’s job duties/activities and not conducted during paid working hours.
IN WITNESS WHEREOF, the parties have executed this Agreement as of the latest date set forth next to their signatures below. PRECEPTOR:
Signature:______Date:______
Printed Name:______
STUDENT:
Signature:______Date:______
Printed Name: ______
FACULTY ADVISOR:
Signature:______Date:______
Printed Name: ______
MCPHS UNIVERSITY
By______Date:______George E. Humphrey, PhD Vice President for Academic Affairs/Provost
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Appendix B – Course Syllabus
MCPHS University Master of Public Health (MPH) Program PBH890 – Public Health Practice Experience, Fall 2015 Syllabus
Contact Information: Instructor Name: Carly Levy, MPH, CPH Phone: 617-735-1014 Email: [email protected] Office Hours: Tuesdays, 1:30 – 3:30 PM EST; Thursdays, 1:30 – 3:30 PM EST or by appointment Course Website: Blackboard
Course Description: Provides field experience for all MPH candidates. Students will select a public health agency, healthcare facility, non-profit organization or other health-related site. Students must submit a proposal to their faculty advisor before registering. Students will also be evaluated by an on-site supervisor. A minimum of 120 clock hours is required. Prerequisites: PBH701, PBH750; credit, 2 s.h.
Text/Course Materials: 1. Mullen S. (n.d.). Creating and presenting dynamic scientific posters. Office of Training and Intramural Education, National Institutes of Health. Retrieved from https://www.training.nih.gov/assets/GSC-PosterTips.pdf 2. Miller J. (2007). Preparing and presenting effective research posters. Health Services Research. 42(1 Pt 1), 311–328.
Course Objectives: 1. Develop an evidence-based project plan and learning objectives for the Practice Experience 2. Analyze individual, organizational, and community concerns, deficits, assets, and resources. 3. Design implementation and evaluation plans for a specific public health project. 4. Assess personal public health knowledge and skills and identify strengths and areas for growth. 5. Embody professionalism and a spirit of collaboration with diverse communities and constituencies. 6. Demonstrate team-building, negotiation, and conflict management skills. 7. Summarize data relevant to the public health issue addressed in the Practice Experience. 8. Design an effective and visually interesting poster to present results from the Practice Experience. 9. Present a scientific poster to an audience of peers, faculty and practitioners from the public health community.
Assessment of Student Learning and Teaching Effectiveness:
Multiple forms of student assessment are included in this course, as described below. In addition, the Gradebook in Blackboard is kept current so that ongoing monitoring of student progress is available to both the individual student and the professor. The week begins on Mondays at 12:00AM and continues until 11:59 PM on Sunday. All discussion board questions, journals, and assignments are due Sunday nights by 11:59PM unless otherwise indicated.
Project Proposal and Learning Contract: 20% of final grade. Each student will submit a project proposal with the following: Title Overview of the Site
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Project Outcomes Abstract
The learning contract will be available in Blackboard and should be signed by the student, preceptor, faculty advisor, and Provost.
Journal Entries: 10% of final grade. Each student will reflect upon their progress in a journal on a regular basis (indicated in blackboard). Students will answer the following questions: What has been your progress so far? Do you believe you are meeting your learning objectives? What, if any, additional support do you require from your preceptor and faculty advisor? The journal will only be viewed by the individual and the instructors.
Discussion Board Posts: 10% of final grade. Several times throughout the semester, the instructor will post a discussion forum for students to present their progress to peers. Students must comment on the other posts with feedback and suggestions.
Literature Review: 20% of final grade. Each student will conduct a literature review of their project. A literature review is NOT an annotated bibliography, rather a comprehensive analysis of the existing literature. A literature review also helps you synthesize literature on your topic because in the process of writing a literature review, the writer learns to (1) identify various important issues/questions raised in the literature, and (2) sort and categorize experts’ views according to the issues/questions identified in the literature. The primary purpose of the literature review is to provide your target audience with an overview of what the experts are saying about the problem under investigation. Your report will inform your project, because you will likely find either evidence-based methods to assist you in implementing your project or you will find gaps in the existing research to further investigate. The literature review should be 3-5 pages double spaced and be comprised of the following sections: Introduction, Body, Conclusion. Citations should be formatted using APA Formatting and Style Guide: http://owl.english.purdue.edu/owl/resource/560/01/
Evaluations: 20% of final grade. The course requires three evaluations: two student evaluations and one preceptor evaluation. Each student will submit two evaluations in Blackboard of the practice experience: a mid-course and final evaluation. The preceptor will also submit a final evaluation of the student to the instructor.
Poster Presentation: 20% of final grade. Students will design a poster of the project and findings. The poster will be visually appealing, evidence-based, and reflective of a poster that could be presented at a professional conference. The poster will be presented to peers and faculty at the University or through Blackboard Collaborate.
Course Requirements:
Project Proposal and Learning Contract 20% Journal Entries 10% Discussion Board Forums 10% Literature Review 20% Evaluations 20% Poster Presentation 20% Total: 100%
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Grade % Letter Grade 92.5-100. A 89.5-92.4 A- 86.5-89.4 B+ 82.5-86.4 B 79.5-82.4 B- 69.5-79.4 C 0-69.4 F
Late Policy: Late assignments must be emailed to the instructor. The recorded time will be the date/time of submission. 10% per day will be deducted from the overall grade for for late assignment submissions: 1 day (10%), 2 days (20%), 3 days (30%), etc. These time periods include weekends.
Plagiarism: Students are expected to abide by the University's Academic Honesty Policy as set forth in the Student Handbook. Plagiarism is considered a violation of this policy. Plagiarism is defined as submitting another person's work as one's own without proper acknowledgement or using the words or ideas of others without crediting the source of those words or ideas. In order to deter plagiarism and ensure appropriate use of resources in student research and learning, the College subscribes to a plagiarism prevention service, www.turnitin.com. Faculty may request students to submit their written work electronically in order to verify that when ideas of others are used they are cited appropriately. The course syllabus identifies student work that must be submitted electronically for such review, and provides directions for doing so. Each instance of plagiarism either intentional or unintentional will result in an automatic zero for the assignment. Failing grades due to plagiarism will be submitted to the Dean of Students as outlined in the Student Handbook.
Students must abide by the Academic Policies and Procedures set forth in the MCPHS University Catalog. Important information regarding Excused Absence Approval, Disability Support Services for students, Academic Honesty and Plagiarism and other academic policies is set forth in the Academic Policies and Procedures section of the MCPHS Catalog. http://www.mcphs.edu/academics/college%20catalog. Students must read, understand, and comply with all of these policies and procedures.
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Course Outline:
Learning Contract Week 1 Project Proposal Discussion Board – Introduction of Project
Week 2 Journal Entry
Week 3 Literature Review
Week 4 Journal Entry
Week 5 Discussion Board Forum
Week 6 Journal Entry
Week 7 Mid-Course Evaluation
Mullen S. (n.d.). Creating and presenting dynamic scientific posters. Office of Training and Intramural Education, National Institutes of Health. Week 8 Retrieved from https://www.training.nih.gov/assets/GSC-PosterTips.pdf Miller J. (2007). Preparing and presenting effective research posters. Health Services Research. 42(1 Pt 1), 311–328. Journal Entry Week 9
Week 10 Discussion Board Forum
Week 11 Journal Entry
Week 12 Journal Entry
Week 13 Poster Draft
Week 14 Final Evaluation Preceptor Evaluation
Week 15 Poster Session
19 Appendix E: PBH 898 Culminating Experience Pre-Course Project Approval Form
Congratulations on reaching this milestone in your MPH journey! This step is the final (or nearly final) one for you, as such, it is very important that you have an approved project prior to coming into the course. This form is a way to help you create a path towards your success as the course begins and the final clock starts ticking down. The weeks slip away very quickly in this course!
*While projects may be based upon work in prior courses, they must contain significant amounts of new work (which often includes greatly increased depth and breadth).
This form is due to course faculty (Dr. Virginia Briggs - Online or Carly Levy - Boston) no less than one month prior to the start of the term in which you will enroll in the course. It will be reviewed and returned as “approved” or “needs revision/clarification”.
Please complete the following information:
Student Name: Program (MPH, OD/MPH, PharmD/MPH, MS/MPH, etc.): Term of enrollment in PBH 898: Fall Spring
Basic Project Information: Working Project Title:
Overall Goal for Project (should be two to three sentences):
Description of the specific data source(s) to be used for analysis, include how they will be accessed and any special requirements for access:
Brief Description of Project (an abstract for your proposed project; no more than 250 words):
Identify two articles appropriate for the literature review for your project. References entries must be in full APA format.
Project Approval:
The proposed project is:
Approved, no revisions required
Not approved, revisions or clarification required
Date of submission:
Date of resubmission if necessary:
Date of approval:
9/6/2017 Appendix F: Guidelines for Incompletes The temporary grade of Incomplete (I) is given at the discretion of the instructor, at the request of the student. In order for a student to receive an “I”, the following criteria should be met:
1. The student should have completed a significant amount of the required course work (typically a majority of the work for the course) prior to requesting the “I”. 2. In the estimation of the instructor, the student should have a reasonable likelihood of completing the course material in the time allotted (see #5 below). 3. In the estimation of the instructor, the student will be able to pass the course, if the work is completed at a satisfactory level. 4. The student should have a documented absence for the time period during which the incomplete material was originally to be submitted. 5. The student and instructor should have agreed upon on the assignment and due date for the outstanding course material, and the student should have signed an acknowledgment that sets forth the agreed-upon assignment and due date and submitted it to the instructor (see Acknowledgment below). The due date should be within one semester of the original due date for the course grades (preferably sooner). If a final grade is not submitted by the due date, the “I” grade will be converted to a failing grade (“F”) in the student's academic record. This grade will be reflected in the student’s GPA and is the final grade for the course.
Acknowledgement 9/7/2017
Student: Name Student number Date
Faculty: Name School or Program
Course: Number Title Semester
Work to be completed:
Date by which work must be completed:
I understand and acknowledge that, in accordance with University policy, if the work described above is not completed by this date, my grade in the course will be converted to an F.
Student Signature: Date