A Cross-Discipline Evaluation of Practice-Based Teaching: Designing and Conducting an Evaluation of Innovative Teaching Methodology across MPH Disciplines
Learning Areas:Conduct evaluation related to programs, research, and other areas of practice
Public health or related education
Explain the importance of rigorous, independent evaluations in innovative teaching methodology at Schools of Public Health. Describe how a logic model and evaluation plan (design, measurement tools) can guide a multi-disciplinary evaluation of teaching methodology. Discuss the process of collaboration between faculty in multiple disciplines to evaluate courses that utilize the same teaching methodology yet address very different course competencies. Identify the benefits of evaluation across MPH disciplines to the students, faculty, collaborating agencies, and school and how evaluation results can inform MPH program development. Identify measurable and important short-term and long-term outcomes of interest in the evaluation and sources to measure those outcomes.
Keyword(s): Evaluation, Public Health Curricula & Competencies
Qualified on the content I am responsible for because: I have experience in teaching and conducting research using quality improvement (QI) processes such as Lean and Six Sigma in healthcare. I teach similar content in practice-based-teaching âfields-basedâ courses on Operations management, Strategy management and Lean management in healthcare to Masters and Doctoral students in the School of Public Health and QI to residents, Fellows and faculty in the School of Medicine. I am working on numerous QI projects and have worked on national grants.
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.