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296911
Training the 21st century DrPH: Innovation in practice-based curriculum
Monday, November 17, 2014
: 1:10 PM - 1:30 PM
Deanna Wathington, MD, MPH, FAAFP
,
Office of Academic and Student Affairs, University of South Florida, College of Public Health, Tampa, FL
The University of South Florida addresses the IOM recommendations for preparing public health graduates for 21st challenges via an innovative DrPH program that: a) provides advanced training in community health leadership and practice-oriented research; b) addresses learning styles of mid-level public health practitioners via flexible competency-based educational programs; and c) is delivered in a hybrid format emphasizing practice-oriented education. Advanced training: Based on 21st century public health needs, the curriculum is focused on developing leadership skills and emphasizing translation of evidence-based practice in the execution of core public health functions through three innovative curricular domains delivered by public health leaders. To complement and enhance coursework, each student is assigned practice-based mentors who provide additional practice-based skills, resources, and networking opportunities. Mutual learning and reciprocity between USF and public health agencies and organizations maintains connections to the practice world locally, nationally, and internationally. Competency-based: An outcomes-based approach though completion of a Prior Learning Portfolio helps mid-level public health practitioners with diverse experiences translate graduate-level learning into credit. Based on approval of credits earned outside of “seat time”, the student can move through a program of study that is tailored to meet their needs and skill levels. Hybrid-delivery: The combination of on-line and on-campus delivery formats allows working professionals the opportunity for advanced training without interrupting their careers. These curricular components offer the DrPH student with a flexible, outcomes-based, mutual-learning program of study which meets the needs of 21st century public health practitioners while maintaining their connection to the public-health practice world.
Learning Areas:
Public health or related education
Learning Objectives:
Describe the advanced training needs of 21st century challenges in public health practice and research;
Compare and contrast a competency-informed and competency-based curriculum;
Describe the purpose and function of prior learning assessments for meeting the specific competency-based needs of individual students;
Describe the critical role of academic-practice partnerships in training advanced leaders in public health
Presenting author's disclosure statement:Qualified on the content I am responsible for because: I am the Assistant Dean of Academic and Student Affairs at the University of South Florida's College of Public Health. I have experience in curriculum development. Research interests include adolescent health, positive youth development, women’s health, and secondary prevention of eating disorders. I teach both master and doctoral level courses on community health program planning, theory, teaching methods, and public health nutrition.
Any relevant financial relationships? No
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines,
and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed
in my presentation.
