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College of Public Health
University of South Florida
Department of Community & Family Health
Syllabus
Course Name: Theoretical Application to Public Health Issues
Prefix & Number: PHC 7405
Sections: 1
Semester: Spring 2012
Course
Description:
Credit hours:
This course is designed for the advanced doctoral student in Community & Family
Health focusing on the application of theory in research and intervention
development.
3
Pre-Requisites:
PHC 6500 or equivalent; PHC 7XXX Advanced Evaluation and Research Methods;
PHC 7415 Family Theory
Co-Requisites:
N/A
Location:
TBD
Instructor
Information:
Instructor 1
Instructor 2
Instructor 3
TA 2
TA 3
Rita DeBate, PhD
813.974.6683
rdebate@health.usf.edu
Teaching
Assistant
Information:
Syllabus
TA 1
Page 1
College of Public Health
University of South Florida
Required
Materials:
1. Bartholomew LK, Parcel GS, Kok G, Gottlieb NH. (2006) Planning Health
Promotion Programs: An Intervention Mapping Approach. San Francisco:
John Wiley & Sons. ISBN: 13 978 07879-7899-0
Additionally, as this is a case-based learning course students are encouraged to
obtain the following recommended textbooks used in pre-requisite courses:
1. Glanz, K., Rimer, B.K., Viswanath, K (Eds.) (2008). Health Behavior and
Health Education (4th edition). San Francisco, CA: Jossey Bass.
2. National Cancer Institute. Theory at a Glance: A Guide for Health Promotion
Practice (2nd edition). U.S. Department of Health and Human Services.
National Institutes of Health (to be provided by instructors for class)
3. DiClemente RJ, Crosby RA, and Kegler MC. (Eds) (2009) Emerging
Theories in Health Promotion Practice and Research. San Francisco, CA:
Jossey Bass.
Recommended
Materials:
Course Format:
N/A
The format for this course is Case-Based Learning (CBL). With a
CBL you will participate in discussions of specific situations, typically real-world
examples. CBL is learner-centered, and involves intense interaction between the
participants. Case-based learning focuses on the building of knowledge and the
group works together to examine the case. The instructor's role is that of a
facilitator and the students collaboratively address problems from a perspective that
requires analysis. Much of case-based learning involves learners striving to resolve
questions that have no single right answer.
More specifically, in this course you will address the following questions as the
pertain to the case:
•
•
•
•
•
•
•
What is the situation—what do you actually know about it from reading the
case? (Distinguishes between fact and assumptions under critical
understanding)
What issues are at stake? (Opportunity for linking to theoretical readings)
What questions do you have—what information do you still need?
Where/how could you find it?
What problem(s) need to be solved? (Opportunity to discuss communication
versus conflict, gaps between assumptions, sides of the argument)
What are all the possible options? What are the pros/cons of each option?
What are the underlying assumptions for the participants in the case—
where do you see them?
What criteria should you use when choosing an option? What does that
mean about your assumptions?
By following a case-based approach for applying theory to research and practice
you will:
Syllabus
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College of Public Health
University of South Florida
a. Examine and apply what you have learned in courses that meet competencies in
Scientific Knowledge and Theory, Research, and Practice domains;
b. Determine what additional knowledge, resources you need to acquire to
understand and solve the problem;
c. Integrate newly acquired information with your existing understanding;
d. State and defend positions with evidence and sound argument;
e. Become more flexible in processing theory, research methods, and strategies for
data analysis, and;
f. Practice research skills that you will need to successfully complete your
dissertation and future research studies.
Syllabus
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College of Public Health
University of South Florida
Learning Objectives:
(Objectives must be numbered)
By the end of the course, the student will:
1.
Use multiple approaches to conceptualize and use theory to answer research
questions
2.
Select theories/theoretical constructs to inform methods to assess/change
determinants of behavior
3.
Develop theory-based research questions
4.
Identify theoretical methods that can influence change in determinants and indentify
conditions under which a given methods is most likely to be effective
5.
Determine theory-based indicators and measures.
Syllabus
Page 4
College of Public Health
University of South Florida
Assessment Strategies:
(Strategies must be numbered)
1. Case-based activities (CBA) (67%). Students will work in small teams to respond to a public
health case study assigned by the instructor. Case-based assignment will be comprised of the
following components:
CBA 1: Conceptualization of the health issue and priority population (10 pts)
CBA 2: Theoretical Framework (10 pts)
CBA 3: Theory-based research questions (10 pts)
CBA 4: Theory-based research approach (30 pts)
CBA 5: Theory-based intervention objectives (10 pts)
CBA 6: Theory-based intervention strategies (10 pts)
2. Theory-based intervention presentation (17%) (20 pts)
3. Class participation (16%):
Class participation is comprised of class attendance, completing course readings prior to class,
participation in class discussions, and participation in class activities. (20 pts)
Syllabus
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College of Public Health
University of South Florida
This course meets the following Community and Family Health PhD competencies
Competency
Defend the importance of theoretical frameworks in planning,
implementation, and evaluation of community and family health
interventions
Sub-competency: Distinguish among major and emerging
intrapersonal, interpersonal, organizational, and community
level theories used in community and family health
Sub-competency: Apply appropriate theoretical frameworks to
public health assessments, interventions, and evaluations
Critically analyze research literature
Identify models for guiding independent research
Formulate research questions and testable hypotheses that will impact
community and family health
Sub-competency: Develop research questions and testable
hypotheses based on established and/or emerging theories
Align research questions with appropriate methods of inquiry
Sub-competency: Weigh strengths and weaknesses of
research designs and methods (both qualitative and
quantitative) as related to research questions
Learning
Objectives
Assessment
Strategies
2-5
1-3
1-5
1
1
1
3
1
3
1
7.
Syllabus
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College of Public Health
University of South Florida
Grading Scale and
Criteria:
EARNED POINTS and ASSIGNED GRADE:
120-108=A
107-96=B
95-84=C
83-72=D
71 and below=F
Grading Policies:
All assignments turned in late will be penalized 10 points for each day.
Attendance:
COURSE POLICIES
Attendance is expected at all class meetings. This is the ONLY way in which
to meet the class participation requirement.
IF YOU DO CHOOSE TO MISS CLASS, YOU ARE RESPONSIBLE
FOR ALL WORK AND ASSIGNMENTS DUE ON DUE DATE
See Institutional Policies section for Emergency Preparedness for Academic
Continuity.
Permission to Use
Lectures:
All unauthorized recordings of class are prohibited. Recordings that
accommodate individual student needs must be approved in advance and
may be used for personal use during the semester only; redistribution is
prohibited.
Instructor Expectations:
Students are expected to participate in class discussions and
activities. All assignments are due on specified due dates.
Incomplete Policy:
Indicate your policy and procedure for receiving an incomplete grade for the
course.
COPH
policy: http://publichealth.usf.edu/academicaffairs/academic_procedures.html
Field Trip Policy:
Include expectations for appropriate dress, dates and time, location, and
other requirements.
Class Participation:
Excellent/Highly Satisfactory
Satisfactory
Unsatisfactory
15-20 pts
10-14 pts
0-13 pts
Attends all but one class session.
Always well prepared for class. Evident that
individual has completed all reading assignments
prior to class
Exhibits positive, supportive attitude toward course
and class members
Consistently contributes meaningfully to class
discussion
Consistently contributes meaningfully to class
activity
Participation is as good
as one receiving an
excellent rating, but one
or two elements are not
quite at an excellent
level.
Does not attend class on
consistent basis.
Never/rarely prepared for class.
Evident that individual has not
completed reading assignments
prior to class
Exhibits negative attitudes toward
course and class members.
Does not contribute to class
discussions or in-class activities
Course Calendar
Syllabus
Page 7
College of Public Health
University of South Florida
Session 1: Introduction
Review Syllabus
Methods for conceptualizing the public health issue (Precede/Proceed)
Session 2: Introduction to the case study: Syphilis outbreak in Rockdale High School, Rockdale County,
GA.
Case Application: Theory-based research
Session 3: Conceptualizing the public health issue (CBA 1 Due)
Session 4: Determining the research questions
Review of Intra-, Inter-, Organizational, and Community level theories commonly used in Public Health
Session 5: Identifying the theoretical framework (CBA 2 Due)
Session 6: Identifying the theoretical framework
Session 7: Developing theory-based research questions (CBA 3 Due)
Session 8: Putting it all together and transition to intervention development
Case Application: Theory-based intervention development
Session 9: Identifying change objectives (CBA 4 Due)
Session 10: Selecting theory-based methods and strategies
Session 11: Selecting theory-based methods and strategies
Session 12: Developing theory-based program components and materials (CBA 5 Due)
Session 13: Developing theory-based program components and materials
Session 14: Planning for theory-based program adoption, implementation, and sustainability (CBA 6 Due)
Session 15: Planning for theory-based intervention evaluation
Syllabus
Page 8
College of Public Health
University of South Florida
Session 16: Theory-based intervention presentations
Reference List
Additional Course Information
Presentation grading rubric
Syllabus
Page 9
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