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Linking Student Performance to Pubic Health Competencies:

Implications for Curriculum

Pamela A. Duffy

Presenter Disclosures

(1) The following personal financial relationships with commercial interests relevant to this presentation existed during the past 12 months:

No relationships to disclose

• Explain three types of curriculum mapping approaches

• Compare advantages and limitations of various methodologies

• Describe the value of competency-based curriculum mapping

Objectives

• CEPH 2.3.a. Identification of the means by which the program assures that all graduate professional public health degree students have fundamental competence in the areas of knowledge basic to public health.

Overview

Curriculum Mapping

• Graphic representation of sequence of a topic or outcome of intended curriculum

• Topical, outcomes, competency-based

• Program competencies are aligned with institutional outcomes

• Meaningful data points to inform curriculum

• Course objectives are aligned with program competencies

Curriculum Map: Best Practices

• Topical maps assure order and coverage of content or learning outcome

• Example: Prerequisites

1. Topical Curriculum Map

Topical Curriculum Map

Analytic

Program Planning

Communication

Cultural Competen

Community Dimensions

Public Health Sci

Financial Planning

Leadership p& Systems

Basic Stat

XX XXX

EpiXX XX X XX

Occup Envir

XXX

XX XX XX X

Cap-stone

XX XX XX XX XX XX XX XX

• Levels of Instruction:• Introductory (I)• Reinforcement (R)• Integration/Demonstration (D/I)

• Map of “intended curriculum”

2. Outcomes-based Curriculum Maps

Outcome-based Curriculum Map

Analytical / Assessment

Policy Development / Program plan

Communication

Cultural Competency

Community dimensions

Public health Science

Financial planning and management

Leadership and system thinking

MPH xxx I I I I

MPH xxx R I   R R R    

MPH xxx R R R R R

Internship D/I D/I D/I D/I D/I D/I D/I D/I

• Learning-centered rather than teaching-centered

• Curriculum mapping of competencies can be basis for continual quality improvement

3. Competency-based Curriculum Mapping

Competency-based Mapping

Cmap Tools: http://cmap.ihmc.us/

Institutional Learning Outcomes

MPH Competencies

Course Objectives

Assessment Strategies

Front end analysis

Competencies

Course Objectives

Assessments

Back end analysis

Competencies

Objectives

Assessments

Discussion

• Beneficial for strategic planning, continuous improvement, and assurance of the basic competencies of MPH graduates

• Evaluation of curriculum in context of workforce needs

Selected References

• Cmap Tools: http://cmap.ihmc.us/

• Higher Learning Commission (2012). Making a difference in student learning: Assessment as a core strategy. www.ncahlc.org

Selected References

• Calhoun, J. G., Vincent, E. T., Calhoun, G. L., & Brandsen, L. E. (2008) Why competencies in graduate health management and policy education? Journal of Health Administration Education. pp.17-35.

Selected References

• Curriculum Mapping: A Roadmap for Curriculum Coherence and Student Achievement . 2011. http://www.southernct.edu/faculty-staff/faculty-development/curriculummapping.html

Pamela A. DuffyPam.duffy@dmu.eduTwitter: pamduffypt

515-271-7811

Thank You