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Student’s Name:
Date:
CUSTOMIZED OR GENERAL MPH DEGREE PROGRAM:
EVALUATION OF STUDENT PROGRESS
This evaluation form can be downloaded from the Student Affairs website
GOAL STATEMENT
Describe your professional or career goals and specific knowledge and skills that
you intend to acquire during your degree program. This statement should be
reviewed each semester and updated as needed.
MPH COMPETENCIES
MPH students are expected to master competencies in their program. These
competencies have been adapted from the ASPH competencies for each of the
discipline areas included below. The competencies and sub-competencies that are
listed have been formally adopted by the UTSPH. Thus, once these competencies are
met, students should be prepared to successfully complete the credentialing
examination. This document should be updated each semester to reflect the
student’s progress and brought by the student to evaluation meetings to guide the
committee in formulating the student’s degree plan.
Degree Program Evaluation Form
May 2011
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Effective date: Students matriculating in Fall 2011
Text modified by Academic Council: April 2011
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Discipline-based competencies:
The competencies/sub-competencies for each discipline are fully addressed in the
divisional core course(s) that is (are) indicated after the unit title. For each
discipline, mastery of competencies and sub-competencies should be documented by
listing the course or courses that addressed them. Add the appropriate core course in
the column that follows each sub-competency. In some cases, other courses may also
address one or more of the sub-competencies; add those courses to the listing, if
applicable.
Learning experiences:
In some cases, the student may have had learning experiences outside the classroom
that address a competency/sub-competency. A textbox is provided under each
competency so that these experiences may be documented in the student record.
Filling out the evaluation form:
This form contains the disciplinary competencies (numbered) and sub-competencies
(lettered) that you will be expected to master during your degree program. In
addition, you are encouraged to add competencies that you wish to master in your
practicum or other learning experiences.
In the right-hand column of the table, indicate the course or courses in which the
competency (or sub-competency) was addressed. Some competencies may be
addressed in one course only, while others may be addressed at a different level in
another course.
For each competency and/or sub-competency, identify the course number(s) and
indicate the extent to which you have met the competency by designating the
appropriate level (listed below). For competencies that have no sub-competencies,
the box may be filled in as described. However, many competencies have several
sub-competencies listed under them. In these cases, course numbers and levels
should be filled in for each of the sub-competencies.
The box to the right of the competency may be used to summarize the subcompetencies below it. For example, you may indicate that all of the subcompetencies have been addressed by placing “FM” next to the competency.
Degree Program Evaluation Form
May 2011
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Effective date: Students matriculating in Fall 2011
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The competency levels are:
EX = exceeded
FM = fully met
PM = partially met
NM = not met
As you complete the core courses, you and your committee will be able to judge your
progress. In case you have completed the core course in an area, but have a
“partially met” (PM) or “unmet” (NM) for any of the competencies, your advisor will
assist you in identifying additional educational activities that will help you remediate
the problem. These additional activities may take the form of another course, an
independent study, or other learning experiences.
You should keep an electronic copy of this form so that you may refer to it during the
semester and update the information in preparation for the meeting of your advisory
committee at the end of the fall and spring semesters.
Degree Program Evaluation Form
May 2011
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BIOSTATISTICS
(Non-majors: PH1690 Majors: PH 1700)
COURSE NUMBER(S) AND LEVEL
1. Describe the roles biostatistics serves in the discipline of public health
2. Apply basic statistical methods for summarizing public health data and for inference.
3. Interpret and present results from the application of basic statistical techniques.
a.
Distinguish among the different measurement scales and based on these distinctions, recognize the
implications for selection of appropriate statistical methods.
b.
Apply descriptive techniques commonly used to summarize public health data.
c.
Recognize concepts of probability, random variation, and commonly used statistical probability
distributions.
d.
Apply common statistical methods for inference, including: estimation, confidence intervals, and
hypothesis testing.
e.
Use appropriate statistical software and make proper interpretations based on the output.
f.
Describe preferred methodological alternatives to commonly used statistical methods when assumptions
are not met.
g.
Develop written presentations based on statistical analyses for both public health professionals and
educated lay audiences.
h.
Apply basic informatics techniques with vital statistics and public health records in the description of
public health characteristics and in public health research and evaluation.
Specify other relevant experiences:
Degree Program Evaluation Form
May 2011
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ENVIRONMENTAL HEALTH SCIENCES
(Non-majors: PH 2110 or PH 2120; Majors: PH 2498)
COURSE NUMBER(S) AND LEVEL
1. Describe environmental health hazards and their potential effects on human health; discuss
methods for evaluating risks associated with such hazards; and discuss strategies for preventing
or controlling hazards that pose risks to human health.
a. Identify chemical, biological and physical agents by medium, their principal sources and general approaches
for their quantification.
b. Specify pathways of exposure including environmental transport and fate and routes of transfer from the
source, through all environmental media, to humans.
c. Explain the general mechanisms of toxicity and the roles that dose-response and time-response play in
eliciting a toxic effect.
d. Describe extrinsic (socioeconomic and behavioral) and intrinsic (genetic and physiologic) factors that affect
environmental exposure-response relationships.
e. Discuss issues of environmental justice, equity and health disparities.
f. Describe local, regional and global impact of environmental hazards (direct and indirect) on human and
ecological health.
g. Identify the major causes of injury and illness in the workplace and approaches to reducing occupational
health risks
h. Describe the components of a risk assessment, including the types of evidence that are used and the sources
of uncertainty and variability
i. Discuss risk management and risk communication approaches for preventing and/or reducing environmental
health risks (including regulatory, engineering and behavioral interventions).
j. Develop a research question that pertains to an environmental hazard and its potential effects.
Specify other relevant experiences:
Degree Program Evaluation Form
May 2011
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EPIDEMIOLOGY
(Non-majors: PH 2610; Majors: PH 2610)
COURSE NUMBER(S) AND LEVEL
1. Identify key sources of data for epidemiological purposes
2. Identify the principles and limitations of public health screening programs.
3. Describe a public health problem in terms of magnitude, person, time, and place.
4. Explain the importance of epidemiology for informing scientific, ethical, economic, and
political discussion of health issues.
5. Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use
and dissemination of epidemiologic data.
6. Apply basic epidemiologic concepts, definitions and study design to public health practice and
research.
7. Calculate basic epidemiology measures
8. Communicate epidemiologic information to lay and professional audiences
9. Draw appropriate inferences from epidemiologic data.
10. Evaluate the strengths and limitations of epidemiologic reports.
Specify other relevant experiences:
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May 2011
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SOCIAL AND BEHAVIORAL SCIENCES
(Non-majors: PH 1110; Majors: PH 1111/PH 1112)
COURSE NUMBER(S) AND LEVEL
1. Explain the contributions of behavioral and social sciences to public health.
2. Describe health problems including their social, cultural, environmental and behavioral causes.
3. Assure that behavioral and social science theories and concepts are used in planning and
evaluating public health programs.
a. Use behavioral science and health promotion methods in planning and evaluating public health programs.
b. Identify basic theories, concepts and models from a range of disciplines of social and behavioral sciences
that are used in public health research and practice
c. Identify the role of social and community factors in both the onset and solution of public health problems.
d. Recognize the causes of social and behavioral factors that affect health of individuals and populations
including social justice and social inequalities
e. Describe steps and procedures of planning social and behavioral interventions and policies.
f.
Apply ethical principles to public health program planning, implementation, and evaluation.
g. Identify multiple targets and levels of intervention for social and behavioral science programs and/or
policies (Individual, family, network, organizational, community, policy, physical environment, and culture)
h. Identify individual, organizational, and community concerns, assets, resources, and deficits for social and
behavioral science interventions.
i. Apply evidence-based approaches in the development and evaluation of social and behavioral science
interventions.
j. Advocate for social and behavioral science interventions and policies.
k. Identify critical stakeholders for planning, implementing and evaluating health promotion programs.
Specify other relevant experiences:
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May 2011
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HEALTH POLICY AND MANAGEMENT
(Non-majors and Majors: PH 3715)
COURSE NUMBER(S) AND LEVEL
1. Identify the main components and issues of the organization, financing and delivery of health
services and public health systems in the United States.
2. Describe the legal and ethical bases for public health and health services.
3. Explain methods of ensuring community health safety and preparedness.
4. Discuss the policy process for improving the health status of populations.
5. Discuss the principles of program planning, development, budgeting, management and evaluation
in organizational and community initiatives.
6. Describe principles of strategic planning and marketing to public health.
7. Explain quality and performance improvement concepts to address organizational performance
issues.
8. Explain “systems thinking” for resolving organizational problems.
9. Communicate health policy and management issues using appropriate channels and technologies.
10. Demonstrate leadership skills for building partnerships.
Specify other relevant experiences:
Degree Program Evaluation Form
May 2011
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CROSS CUTTING COMPETENCIES
PUBLIC HEALTH BIOLOGY
COURSE NUMBER(S) AND LEVEL
1. Explain how biology (human and pathogen) fits into the ecological model of population health.
2. Describe the major chronic diseases of public health importance, their etiology and pathological
consequences, and potential strategies for intervention.
3. Describe the types of infectious agents, their dynamics in the population, and the strategies used
to control and prevent them.
Specify other relevant experiences:
COMMUNICATION
COURSE NUMBER(S) AND LEVEL
1. Collect, organize and interpret data to present oral, written, graphic and numerical information.
2. Communicate with diverse audiences using a variety of means, channels, and information
technologies.
3. Facilitate work groups and other meeting activity among key stakeholders.
Specify other relevant experiences:
Degree Program Evaluation Form
May 2011
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Effective date: Students matriculating in Fall 2011
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DIVERSITY AND CULTURAL PROFICIENCY
COURSE NUMBER(S) AND LEVEL
1. Assure diverse representation from individuals, groups, and communities in decision-making to
produce public health outcomes.
2. Explain how the contexts of diversity and culture are important to intervention design within
public health systems.
Specify other relevant experiences:
LEADERSHIP
COURSE NUMBER(S) AND LEVEL
1. Solicit ideas and opinions from others in conceptualizing problems forming decisions and
solutions, developing work plans, and advancing public health goals.
2. Use strategies to motivate others for collaborative problem solving, decision making, and
evaluation.
Specify other relevant experiences:
Degree Program Evaluation Form
May 2011
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Effective date: Students matriculating in Fall 2011
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PROFESSIONALISM AND ETHICS
COURSE NUMBER(S) AND LEVEL
1. Demonstrate ethical choices, values and professional practices implicit in public health decisions.
2. Apply basic principles of ethical analysis (e.g., the Public Health Code of Ethics, human rights
framework, other moral theories) to issues of public health practice and policy.
3. Promote high standards of personal and organizational integrity, compassion, honesty, and
respect for all people.
4. Distinguish between population and individual ethical considerations in relation to the benefits,
costs, and burdens of public health programs.
5. Describe ethical considerations in the protection of human subjects in public health research.
6. Apply social justice and human rights principles when addressing community needs.
Specify other relevant experiences:
PROGRAM PLANNING AND ASSESSMENT
COURSE NUMBER(S) AND LEVEL
1. Develop a plan to address a public health problem
2. Describe the tasks necessary to assure that program implementation occurs as intended.
3. Explain the use of a conceptual model in program development, implementation, and evaluation.
4. Develop and write goals, measurable objectives, related activities, and expected outcomes for a
public health program.
Specify other relevant experiences:
Degree Program Evaluation Form
May 2011
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Effective date: Students matriculating in Fall 2011
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SYSTEMS THINKING
COURSE NUMBER(S) AND LEVEL
1. Recognize system-level properties and their influence on public health problems and dynamic
interactions among individuals, groups, organizations, communities, and environments.
2. Analyze the effects of political, social, and economic policies on public health systems at the
local, state, national, and international levels.
3. Analyze the impact of global trends and inter-dependencies on public health-related problems,
solutions, and systems.
Specify other relevant experiences:
OTHER COMPETENCIES YOU WISH TO MASTER
COURSE NUMBER(S) AND LEVEL
(CUSTOMIZED FOCUS COMPETENCIES)
Degree Program Evaluation Form
May 2011
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Effective date: Students matriculating in Fall 2011
Text modified by Academic Council: April 2011
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MPH Course Curriculum
List completed courses by number under the appropriate disciplines.
Use the “Other” column for all other courses.
Biostatistics
Degree Program Evaluation Form
May 2011
Environmental Health
Sciences
Epidemiology
Social and Behavioral
Sciences
Health Policy and
Management
Other
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