The 130th Annual Meeting of APHA
4177.0: Tuesday, November 12, 2002: 2:30 PM-4:00 PM
|This session will discuss the components of a year-long comprehensive and formative assessment of a public health-health services doctoral program that is delivered via distance education. It also presents a "grounded theoretical model" for evaluating similar programs.|
The next speaker will discuss how to improve the health status of women of child-bearing age, children and their families by enhancing the leadership, scholarship and partnership skills of geographically isolated and under-served MCH public health practitioners in the Rocky Mountain States and West-Central Cluster using teams composed of a curriculum developer, content expert(s), practitioner representatives, family/consumer/youth representatives and a distance learning technician.
The final speaker will discuss how to overcome the impersonal nature of the learning environment that may prevent the formation of a ‘community of learners.’ To overcome this obstacle, creative and innovative means must be identified that create a sense of ‘belongingness.’ Methods of creating community will be described, and applications to different content delivery will be discussed.
|Learning Objectives: At the conclusion of the session, the participant in this session will be able to|
1) Link the rationale of academic program evaluation to the mission of the university; describe the developmental stages, faculty and administrator roles and processes, and assessment goals of academic program evaluation; discuss key research design, data collection, and data analysis components of program evaluation; and develop an understanding of the unique challenges of developing and implementing a model for the assessment of public health doctoral programs offered at a distance.
2) Articulate the tradeoffs between exclusively academic versus academic/practice/consumer teams in developing MCH distance learning offerings for isolated and under-served practitioners in the Rocky Mountain/west-central cluster; assess the feasibility of regional curriculum development teams; and describe a case study of distance learning course development using such teams, and the effects on logistics, educational quality.
3) appreciate the role of academia in public health learning
4) describe the importance of building 'community' in distibuted learning environments in order to improve retention, motivate audiences, and increase persistence; and identify techniques for creating and maintaining a sense of community in distributed learning environments.
|See individual abstracts for presenting author's disclosure statement and author's information.|
|Laura C Larsson, MLS|
|Introductory Remarks |
|A Comprehensive Program Evaluation Model for Public Health Doctoral Programs Offered via Distance Education |
Michael Graham, PhD, William H. Wiist, DHSc
|Distance learning to enhance the Rocky Mountain/West-Central MCH workforce: The Rocky Mountain Public Health Education Consortium |
Marlene J Egger, PhD, Sheila H Parker, MS, MPH, DrPH, CHES, Iman A. Hakim, MD, PhD, MPH, Alison Regan, PhD, Iris Berry, BSW, Elizabeth Hulette, RN, MS, Kathy Kennedy, DrPH, MA
|Distributed learning in integrative medicine-The importance of building community |
Robert B Lutz, MD, Susan E. South, MA, Gates Matthew Stoner, MA
|Organized by:||APHA-Technology Theater|
|Endorsed by:||Alternative and Complementary Health Practices; Public Health Education and Health Promotion|
|CE Credits:||CME, Health Education (CHES), Nursing, Pharmacy, Social Work|
The 130th Annual Meeting of APHA