COURSE TITLE: Maternal Child Health Leadership Collaborative Seminar
COURSE NUMBER: EPI 508
SEMESTER & YEAR: Fall 2015/ Spring 2016
CREDIT HOURS: 1
DAY/TIME: Once monthly: Wednesday 5:00 – 8:00 PM
LOCATION: Georgia State University (exact location TBD). PLEASE NOTE: Students will be responsible for securing their own
transportation and are encouraged to carpool or us public transportation, if possible.
INSTRUCTOR NAMES: Harry Heiman, MD, MPH (Morehouse School of Medicine) and Stephen Truscott, PsyD. (Morehouse School of
Medicine); Carol Hogue, PhD, MPH (RSPH)
INSTRUCTOR CONTACT INFORMATION
EMAIL: hheiman@msm.edu and sdt55@gsu.edu; chogue@emory.edu
PHONE: (404) 752-1694 or (404)413-8177; (404) 727-8736
SCHOOL ADDRESS OR MAILBOX LOCATION: CNR 3005
OFFICE HOURS: By appointment
BRIEF COURSE DESCRIPTION
The Leadership Collaborative Seminar will provide a monthly interdisciplinary forum focused on building the necessary attitudes and
relationships to prepare the next generation of health leaders to provide and promote coordinated, comprehensive, culturally
competent care, programs, and policies for diverse MCH populations. The course will include ten 3-hour sessions over two semesters.
Sessions will feature structured interviews with emerging MCH leaders, didactic content, problem-based learning on advancing
health equity, opportunities for self-reflection, and group discussion – all with the goal of assisting participants in integration of
learning across program curricula. The seminar series will also include presentations and interactions with prominent leaders in
public health, health care, and human services. Learners will complete background readings as well as independent learning activities
and directed opportunities for self-reflection in preparation for each session.
The course is designed as a required course in the Maternal Child Health Certificate program that is part of the Maternal Child Health
Bureau (MCHB) funded Center for Excellence in Maternal and Child Health. The course schedule outlines the ways that Maternal Child
health Leadership Competencies are covered across sessions and activities. MCH Leadership Competencies v 3.0 can be found here:
http://leadership.mchtraining.net/
LIST SCHOOL LEVEL, DEPARTMENT, AND/ OR PROGRAM COMPETENCIES
 Describe public health problems in terms of magnitude, time, place, person and their associated risk factors
 Identify principles and limitations of epidemiologic screening programs
 Identify major epidemiologic problems of importance
LIST MATERNAL AND CHILD HEALTH LEADERSHIP COMPETENCIES V 3.0
 Competency 1: MCH Knowledge Base
o 1.1: Use data to identify issues related to the health status of a particular MCH population group.
o 1.2: Describe health disparities within MCH populations and offer strategies to address them.
 Competency 2: Self-reflection
o 2.1: Recognize that personal attitudes, beliefs, and experiences (successes and failures) influence one’s leadership style.
 Competency 4: Critical Thinking
o 4.1: Use population data to assist in determining the needs of a population for the purposes of designing programs, formulating
policy, and conducting research or training.
o 4.2: Formulate a focused and important practice, research or policy question.
 Competency 5: Communication
o 5.1: Share thoughts, ideas, and feelings effectively in discussions, meetings, and presentations with diverse individuals and groups.
o 5.2: Write clearly and effectively to express information about issues and services that affect MCH population groups.
o 5.3: Understand nonverbal communication cues in self and others.
o 5.4: Listen attentively and actively.
o 5.5: Tailor information for the intended audience(s) (consumers, policymakers, clinical, public, etc.) by using appropriate
communication modalities (verbal, written, nonverbal).
 Competency 7: Cultural Competency
o 7.1: Conduct personal and organizational self-assessments regarding cultural competence.
 Competency 11: Working with Communities and Systems
o 11.1: Participate in basic strategic planning processes such as developing a mission, vision, strategic goals, and activities
o 11.3: Identify community stakeholders and their extent of engagement in the collaboration process.
o 11.4: Interpret situations systemically; i.e., identifying both the whole situation and the dynamic interplay among its parts.
 Competency 12: Policy and Advocacy
o 12.1: Frame problems based on key data, including economic, political, and social trends that affect the MCH population.
o 12.2: Use data, levels of evidence, and evaluative criteria in proposing policy change.
o 12.3: Identify a wide range of stakeholders who influence changes in MCH policy.
LIST LEARNING OBJECTIVES ASSOCIATED WITH THE COMPETENCIES
Students will examine the advantages and limitations of the disciplinary lenses through which they view special healthcare needs and
disability. They will do this through both in-class and out-of-class collaboration with emerging leaders representing a variety of health
and healthcare disciplines. Students will also have opportunities (both in-class and in the community) to learn from and with selfadvocates and family leaders.
 Competency: Describe public health problems in terms of magnitude, time, place, person and their associated risk factors.
 Competency: Identify major epidemiologic problems of importance
 Competency: 1.1: Use data to identify issues related to the health status of a particular MCH population group.
 Competency: 1.2: Describe health disparities within MCH populations and offer strategies to address them.
Students will understand the importance of addressing public health challenges using an interdisciplinary/ cross-sector problem-solving
framework. Students will be exposed to the use of the Collective Impact framework through readings, discussions and case studies.
 Competency: Identify the strengths and weaknesses of epidemiologic literature
 Competency: 11.1: Participate in basic strategic planning processes such as developing a mission, vision, strategic goals, and activities
 Competency: 11.3: Identify community stakeholders and their extent of engagement in the collaboration process.
 Competency: 11.4: Interpret situations systemically; i.e., identifying both the whole situation and the dynamic interplay among its
parts.
Students will understand health and healthcare systems through a health equity lens. They will acquire tools to examine systems level
policies and interventions to determine the effects on access, quality and outcomes for people from racial/ethnic minorities, women and
people with disabilities.
 Competency: Describe public health problems in terms of magnitude, time, place, person and their associated risk factors.
 Competency: Identify the strengths and weaknesses of epidemiologic literature
 Competency: 1.1: Use data to identify issues related to the health status of a particular MCH population group.
 Competency: 1.2: Describe health disparities within MCH populations and offer strategies to address them.
 Competency: 4.1: Use population data to assist in determining the needs of a population for the purposes of designing programs,
formulating policy, and conducting research or training.
 Competency: 4.2: Formulate a focused and important practice, research or policy question.
Students will strengthen and expand their knowledge and skills related to leadership. They will do this through interactions with formal
and informal leaders at the local, state and national levels. These leaders will be people with and without disabilities.
 Competency: Describe public health problems in terms of magnitude, time, place, person and their associated risk factors
 Competency: 2.1: Recognize that personal attitudes, beliefs, and experiences (successes and failures) influence one’s leadership style.
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Competency: 5.1: Share thoughts, ideas, and feelings effectively in discussions, meetings, and presentations with diverse individuals
and groups.
Competency: 5.2: Write clearly and effectively to express information about issues and services that affect MCH population groups.
Competency: 5.3: Understand nonverbal communication cues in self and others.
Competency: 5.4: Listen attentively and actively.
Competency: 5.5: Tailor information for the intended audience(s) (consumers, policymakers, clinical, public, etc.) by using
appropriate communication modalities (verbal, written, nonverbal).
EVALUATION
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10% of the student’s grade will be assigned related to successful development of questions for leaders that will form the basis of
his/her personal reflection on leadership and collaboration with public health leaders throughout the course.
25% of the student’s grade will be related to the completion of an interview with a public health leader. The student will develop
questions, submit them to course faculty for feedback, schedule the interview (with support of faculty, if needed), complete the
interview and then write a 2-page reflection on information and insights gained from the interaction.
25% of the student’s grade will be based on the evaluation of assigned journal entries that invite the student to reflect on his/her
experience across the course sessions.
30% of the student’s grade will be based on her/his ability to show that they can integrate content from the course across the content
of his/her specific graduate program. This will be evaluated by assessing the quality of the responses to a set of questions and
prompts regarding connections between the content of the course sessions and out-of-class assignments/experiences and the
student’s experience of in their personal program of study.
10% of the student’s grade for the course will be assigned based on attendance and participation in the 10 sessions over the two
semesters of the course.
COURSE SCHEDULE
MCH Leadership Collaborative – 2015-16 Leadership Seminar
Note: 1.5 hours of each session will be devoted to didactic content and 1.5 hours will be devoted to interdisciplinary, crosscollaborative activities (i.e., “homework”).
Date
Course Title
8/26/15
Orientation-Self Advocate Leadership
9/12/15
Orientation- Program-Self Reflection & Self Care
For Change Agents
Interdisciplinary Teams/Shared Problem Solving
9/16/15
Guest
Faculty
Self-Advocate/ Family
Leaders
Andrew Roach, PhD
C Bayer, EdD
Georgina Peacock/ Cheryl
Collaborative
Facilitator
Heiman/ Truscott
MCH Leadership
Competencies
1,2,4,8
Heiman, Truscott
1,2,3,4
Truscott
1,2,5,6,9.10,11
10/21/5 Health Policy and Health Equity
11/18/15 Understanding Disability and Family Culture
12/9/15
1/13/16
Diversity & Leadership
Community Engagement/
Research
2/17/16
Education Leadership Panel/Restraint and
Seclusion
3/16/16
Public Health Leaders Panel/Autism Plan
4/13/16
Health Advocacy Panel
Roades
Camara Jones
Panel of advocates/
Families
Dr. David Satcher/MSM
Akintobi/
Hernandez
(MSM)
Daniel Crimmins
Gary McGiboney
Leslie Lipson
Donna Johnson
Cathy Rice
Jennifer Stapel- Wax
Panel of Health Advocates
Heiman (SHLI)
Truscott
1,2,4,5,7,9,11,12
1,3,5,6,9,11,12
Heiman
Heiman
2,3,4,8,9,10,11,12
2,3,4,5,6,7,11
Truscott
1,2,3,4,5,6,7,11,12
Truscott
1,2,3,4,5,6,11,12
Heiman
1,2,4,5,6,10,11,12
ACADEMIC HONOR CODE
The RSPH requires that all material submitted by a student in fulfilling his or her academic course of study must be
the original work of the student.