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OFFICE OF PUBLIC HEALTH STUDIES

GRADUATE COURSE SYLLABUS

1. COURSE INFORMATION

a. Course Number and Title: PH 600 Foundations of Public Health b. Credit Hours & Semester Offered: 2 credits (without lab) or 3 credits (with lab) – Fall 2019 c. Meeting Day(s), Times & Room No.:

Orientation Days: Tuesday Aug 20 and Wednesday August 21, 9am to 3pm (see below for location) All students: Tuesdays, 10:30am to 12:15pm, Room D207 Lab for 3cr students: Tuesdays, 12:15pm-12:55pm, Room D207 Note: All courses will be video recorded to facilitate review of course materials.

d. Prerequisite(s): none

e. Course website: By invitation to the Google Classroom for PH 600: http://go.hawaii.edu/8wG.

Important Note: Your hawaii.edu e-mail address will be sent an invitation to access the page. If you are logged in simultaneously to your personal Gmail account as well as your hawaii.edu Gmail account, you will not be able to log in. You must log out of your personal Gmail in order to access Google Classroom using your hawaii.edu Gmail.

2. TEACHING TEAM

Faculty Instructor

a. Name: Victoria Fan, ScD

b. E-mail: vfan+ph600@hawaii.edu c. Phone: 956-5596

d. Main Office: Biomed C105A

e. Office Hour Location: Biomed C105A

f. Office Hours: Thursdays 12pm-4pm or by appointment. Use http://calendly.com/vfan or e-mail me.

Teaching Fellow for Nā Pou Kihi

a. Name: Katherine Burke

b. E-mail: kymburke@hawaii.edu

c. Office Hour Location/Hours: By appointment, Biomed C105

Teaching Fellow for Data Visualization

d. Name: Uday AJ Patil e. E-mail: uday@hawaii.edu f. Office Hour Location/Hours: By

appointment, Biomed C105C

3. COURSE DESCRIPTION

PH 600 introduces students to foundational concepts in public health, such as historical developments and the

role of public health in society. It develops practical skills and demonstrate how different health-related

disciplines to solve significant health issues in Hawai‘i and the Pacific Basin. The guided learning sessions focus

on integration and explore interactions of major public health domains including health services,

epidemiology, social and behavioral sciences, environmental health and biostatistics. Diversity, culture and

professionalism are addressed as important crosscutting interdisciplinary foci.

4. LEARNING OBJECTIVES

(1) Demonstrate knowledge in 12 foundational public health areas

(2) Apply knowledge of the academic environment, faculty, and student services

(3) Define key terms, functions, achievements and significant areas in public health

(4) Describe how core disciplines are engaged in serving population health

(5) Analyze how global and local health concerns affect populations

(6) Demonstrate professionalism and skills for working respectfully in and for a community

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(7) Explain the role of culture, historical context and ethics in public health

(8) Demonstrate understanding of predictors of disease and health

5. COURSE SCHEDULE & ASSIGNMENTS (SUBJECT TO CHANGE)

Color code Orientation Team Project

Time Lab No Class Review Session

W DATE TOPIC DUE

1 8/20 (T) Orientation Day 1 9am-3pm (see below for schedule) Nā Pou Kihi – Ke Kahua (Building a Foundation), K. Burke*

Visit Prep

8/21 (W) Orientation Day 2 9am-3pm (see below for schedule) Exercise #0

2 8/27 (T) 10:30am-11:15am Nā Pou Kihi – Ke Ao ‘Ōiwi (Creating a Culturally Nurturing Space), K. Burke*

Exercise #1

11:15am-12:10pm Lab #1A: Intro to Literature Review, M. Kahili-Heede

12:15pm-12:55pm Lab #1B: Intro to Zotero and PubMed, M. Kahili-Heede

3 9/3 (T) Native Hawaiian Bibliography, J. Tsark State Plan for Substance Use, S. Helm, J. Onoye, V. Fan Nā Pou Kihi – Ka ‘Ai Pono (Accessing Healthy Lifestyles), K. Burke*

Exercise #2

Lab #2: Review of Zotero and PubMed

4 9/10 (T) Nā Pou Kihi – Ka Malama Aina (Creating Healthy Environments), K. Burke* Planning Your Practicum Part 1, L. Kehl, ABD

Exercise #3

Lab #3: Our World in Data Lab, U. Patil*

5 9/17 (T)* Nā Pou Kihi – Ka Wai Ola (Achieving Social Justice), K. Burke* & K. Jingao Burden of Disease, Risk Factors, and Data Quality

Exercise #4

Lab #4: Census FactFinder Data Lab, U. Patil*

6 9/24 (T) TeamSTEPPS, J. Ng-Osorio, DrPH Nā Pou Kihi – Pilina (Building Relationships), K. Burke*

Exercise #5

Lab #5: Gapminder Lab, U. Patil*

7 10/1 (T) Team Project Time Exercise #6

Ethics in Public Health Research, K. Bacon

Lab #6: GBD Compare Lab, U. Patil*

8 10/8 (T) Mid-Term Review Session, K. Burke* Project #1

9 10/15 (T) Mid-Term Exam (Covering Exercises 2-7) (In Class)

10 10/22 (T) Title 19 In-Class Project and Lab #7: HRS Title 19 DIY Tutorial Exercise #7

Team Project Time

11 10/29 (T) Lab #8: HHDW, IBIS, and Hawaiʻi Health Matters Lab, T. L. St. John, PhD Project #2A

Team Project Time

12 11/5 (T) One Health and Civilian-Military Partnerships, L. O. Durand, VMD, PhD Exercise #8

Lab #9: HealthMap and Pandemic Lab, U. Patil*

13 11/12 (T) Panel of Student Practicum – 2nd Year Students Project #2B

Translating Research to Action, C. Mah Trinacty, PhD

14 11/19 (T) Interventions & Priority Setting Exercise #10

Team Project Time

Lab #10: Claims Data Lab

15 11/26 (T) Health Systems Planning Your Practicum Part 2, L. Kehl, ABD

Project #2C

Lab #11: Survey Data Lab

16 12/3 (T) Final Exam Review Session, U. Patil* Final Exam Released (Take Home)

Exercise #11

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17 12/10 (T) Final Paper Presentations / Panel Discussion Due: Final Exam (Covering Exercises 8-11)

12/17 (T) No class. Due: Project #2 Full Paper

Notes: * indicates led by teaching fellow. Note that submission of exercises are not required, but submission contributes to your Participation Grade. ORIENTATION SCHEDULE

8/20 (T) Day 1 | 9am to 3pm | Location: Biomed D207 9:00am Welina Mānoa – Mapuana Antonio Welcome – Dean Kathryn Braun 9:30am Icebreaker and Introductions – Victoria Fan 10:15am T-Shirt Distribution for Day 2 Historic Honolulu Field Trip; Sign Waiver Forms for Field Trip 10:30am Break 10:45am Specialization Meetings Social & Behavioral Health Sciences (SBHS) MPH – D207 Health Policy & Management (HPM) MPH – D211 Native Hawaiian & Indigenous Health (NHIH) MPH – D106 Epidemiology MPH/MS/PhD – D205 Public Health PhD – C104 12:00pm Assemble and Quick Chat in D207 – Victoria Fan 12:15pm Public Health Hui Tour and Lunch 1:30pm Hui Panel of Current Students and Recent Alumni 2:15pm Preparatory discussion for Day 2 Historic Honolulu Field Trip Nā Pou Kihi – Ke Kahua (Building a Foundation) 3:00pm End of day

8/21 (W) Day 2 | 9am to 3pm | Location: Meet at Capitol 9:00am Meet at Capitol and walk to Judiciary History Center 9:30am Judiciary Historical Tour, Mental Health Court – Ahukini Lenchanko 11:00am Historic Tour – Kawaiha‘o Church & Lunalilo Mausoleum, Honolulu Hale, St. Andrew’s Cathedral, Washington Place 12:00pm Lunch at ‘Iolani Palace grounds 1:00pm Queen’s Medical Center – Kanilehua Kim 2:00pm Hawaiʻi State Department of Health – Gerald Ohta 3:00pm End of day

6. ASSIGNMENTS

This course uses project-based learning and therefore attendance and participation is essential for this course.

Nevertheless, class sessions will be recorded and available as a video-recording for reviewing at home.

● Ungraded Weekly Exercise: Questions on weekly exercises cover readings and class activities. Mid-term

and final exam questions will be selected from the questions in the weekly exercises. Students may choose

to submit weekly exercises by Sunday at 11:59pm if they wish to receive feedback. Points received on

these ungraded exercises contribute to Participation Points (Panda Points). Exercises are awarded

Participation Points for completion only. Quality of responses will not be graded. All exercise questions

including readings, HRS, and ‘Umeke Reflections (except Extra Credit) are eligible for the midterm and final

exams. Questions noted as Extra Credit on Exercises will not be used in the exams. Those who complete

extra credit can gain additional Participation Points. While students are encouraged to collaborate with

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their classmates, a student must submit his or her own words on the exercise. Plagiarism of any kind is not

tolerated at all.

● The Mid-Term Exam and Final Exam are based on the weekly exercises. The Final Exam will be

comprehensive but will generally cover material in the second half of the course.

● The Project involves two related deliverables and carried out in assigned teams – an Annotated

Bibliography and a Literature Review. If done well, these assignments can be directly useful for your

practicum, capstone, or future careers. Instructions for the Projects will be released on 8/23. These

assignments are due on Tuesday 11:59pm (see above schedule), with the Literature Review submission

broken up in 4 parts. The final date of the

o Project #1: Annotated Bibliography – final paper

o Project #2A: Literature Review Part 1 – Introduction, Theoretical Framework

o Project #2B: Literature Review Part 2 – Policy Context, Methods, Table Shell

o Project #2C: Literature Review Part 3 – Completed Table Shell, Results

o Project #2 Full Paper: Full paper including Discussion

o Presentations on your final papers will be presented during the last class. Team presentations will

be 8-minute summaries, followed by questions for 4 minutes.

● Submission of proof of completion of the following Online Training Modules (due on Dec 10 at 11:59pm on

Google Classroom). See detailed instructions in Readings section below.

(1) Harassment Training (2) Ethics Training (CITI) (3) TEAMSTEPPS Survey and Training

(4) DataCamp Modules

● Participation Points (Panda Points) are earned through:

o Attending class on time and engaging in class actively and respectfully

o Active listening (ho‘olohe), asking questions, and sharing experiences, observations, and comments

o Participating in online ad hoc discussion questions

o Submitting ungraded weekly exercises (points are awarded for completion only; quality of

responses are not graded)

7. GRADE COMPONENTS AND SCALE

7.1. Components of Grade

Component % 1. Class Participation 15 2. Mid-term Exam 15 3. Final Exam 15 4. Project #1 12 5. Project #2 23 6. Online Modules and Certificates 20

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TOTAL 100

7.2. Grading Scale Note: This course does not use plus or minus grade modifiers.

Grade % Description

A 90-100 Excellent, distinctive work. Demonstrates sophisticated understanding: Nuanced and insightful account, powerful and effective application of concepts, frameworks and theories discussed in class and articulated in written work.

B 80-89 Above average work. Demonstrates accomplished understanding: Thorough, well-documented account; adequate and apt application of concepts, frameworks and theories discussed in class and articulated in written work.

C 70-79 Average work, sufficient, but not distinctive. Acceptable view with some misconceptions or oversight; not fully supported; acceptable but limited application of concepts, frameworks and theories discussed in class.

D 60-69 Poor, insufficient work. Naïve or inadequate understanding: simplistic account and use of concepts, frameworks and theories discussed in class. Unable to articulate thoughts and ideas in written work.

F <60 Unacceptable work

8. COURSE POLICIES

● The usual. In this course, all students are expected to show up on time and attend every class and to notify me in advance of an anticipated absence. Attendance and participation is essential for this course. More than one absence will negatively affect participation grade. All assignments are due via the Classroom site. Late assignments are penalized 10% for each 24-hour period that it is late.

● Meet with me. You are invited and required to meet me at least once in this semester. Use http://calendly.com/vfan/ to schedule your appointment during office hours and provide your phone number. We can also arrange another mutually convenient time outside of these weekly scheduled office hours. If there are no appointments scheduled, office hours may be canceled.

● On reference letters. I am generally happy to write a reference letter for jobs, scholarships, or other purposes. It is advisable to wait at least until halfway through the semester before approaching me for a letter. I generally advise providing 4 weeks’ notice, details about where to email or mail the letter, to whom to address the letter, the details of the position to which you are applying, your current resume, your current transcripts, your other past transcripts, and any other details that you think would be relevant. Please provide this by sending a single e-mail to me with all documents as multiple attachments.

● On respect. Our community is based on the values of mutual respect. Students are expected to be respectful to our local community and asked to use diacritical markings (‘okina and kahakō) for all Hawaiian words and use Hawaiian Language Dictionary http://www.wehewehe.org/ as appropriate.

(1) ● Per UH System Executive Policy E5.228, students enrolled for 2 credits can expect to have 4 hours of out-

of-class time work, and those enrolled for 3 credits can expect to have 6 hours of out-of-class time work. If you find that the workload exceeds that, please let me know so that I can adjust the load accordingly.

● Children in the classroom: Currently, the University does not have a formal policy on children in the classroom. My policy below is a reflection of my commitment to you as a student in ensuring your educational success and ensuring your attendance to class.

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(1) All students are expected to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status.

(2) All exclusively breastfeeding babies are welcome to class anytime. (3) For older children and babies, we aim to ensure that your child’s illnesses and unforeseen

disruptions in childcare do not result in missing class. While our class is not a long-term childcare solution, occasionally bringing a child to class in order to cover childcare gaps is acceptable. When your child comes to class with you, please sit close to the door to minimize disruptions in learning for other students. To maximize your class attendance, we may be able to arrange videoconferencing under certain circumstances; please discuss with me.

(4) Becoming a parent is very tiring, and balancing school, childcare and often work are exhausting! Please feel comfortable disclosing your parent status to me. While I maintain the same high expectations for all students, I am happy to find ways to support your educational goals while you are parenting.

9. FEDERAL AND STATE LAW AND UNIVERSITY POLICIES AND RESOURCES

Disclaimer: This information is subject to change and error. Any action that you take upon the information included here is strictly for informational purposes and does not constitute medical or legal advice. Use these resources at your own risk. The teaching team assumes no responsibility or liability for any errors and omissions in these resources.

● Law of the Land: As a Hawaiʻi resident, you are subject to all relevant federal and state laws as well as UH Systemwide policies and procedures. Ignorance does not imply exemption. (1) Federal laws and rules: The Constitution; U.S. Code; Code of Federal Regulations; (2) State laws and rules: State Constitution; Hawaiʻi Revised Statutes (HRS) 304A ; Hawaiʻi Administrative Rules (HAR) Title 20; and (3) UH Systemwide Policies and Procedures: Board of Regent Policies; Executive Policies; Administrative Procedures

● Equal Opportunity and Affirmative Action Policy: The University of Hawai‘i is an equal opportunity/affirmative action institution and is committed to nondiscrimination on the basis of race, sex, gender identity and expression, age, religion, color, national origin, ancestry, citizenship, disability, genetic information, marital status, breastfeeding, income assignment for child support, arrest and court record (except as permissible under State law), sexual orientation, national guard absence, status as a covered

veteran, pregnancy, and domestic or sexual violence victim status. This policy covers admission and access to and participation, treatment, and employment in the University’s programs and activities Students: Lori Ideta, Interim Vice Chancellor for Students, EEO/AA & ADA Coordinator Phone: 956-3290; E-mail - vcs@hawaii.edu Students with Disabilities: Ann Ito, KOKUA Program Director Phone: 956-7511; E-mail - kokua@hawaii.edu Students & Employees: Dee Uwono, Office of Title IX Director & Coordinator Phone: 956-2299; E-mail – t9uhm@hawaii.edu Employees: Mark Au, EEO/AA Director, Deputy Title IX & ADA Coordinator Phone: 956-7077; E-mail - eeo@hawaii.edu

● Disability Access: A student who may need an accommodation based on the impact of a disability is invited to contact me. The KOKUA Program (Office for Students with Disabilities) is responsible for facilitating accommodations for students with documented disabilities. Room and Phone: QLC 013; 956-7511

● Student Conduct Code and Academic Dishonesty Students must maintain standards of personal integrity that are in harmony with the educational goals of the institution; to respect the rights, privileges, and property of others; and to observe national, state, and local laws and University

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regulations. Academic dishonesty such a plagiarism, cheating and other forms of dishonesty will result in a failing (“F”) grade for the assignment. More than one incident of academic dishonesty will result in failing (“F”) grade for the course. Equally, more than one incident will also result in reporting the academic dishonesty to the UH Office of Judicial Affairs. Student Conduct Code: http://studentaffairs.manoa.hawaii.edu/policies/conduct_code/

● Bridge to Hope: Resources for UH students who are also welfare recipients Website: http://www.hawaii.edu/bridgetohope/

● Career Center: Career counseling including resume editing, job applications and search Room and Phone: QLC Room 212, 956-7007 Website: http://manoa.hawaii.edu/careercenter/

● Children’s Center for students who are parents Room and Phone: QLC 414B, 956-7963 Website: http://www.hawaii.edu/childrenscenter/

● Commuting and Parking Services Website: http://manoa.hawaii.edu/commuter/

● Counseling Services and Mental Health The Counseling & Student Development Center (CSDC) offers support to all students to assist with personal, academic and career concerns. All services are confidential. Individual, couples and group counseling services are free of charge. Room and Phone: QLC Room 312; 956-7927 Website: http://manoa.hawaii.edu/counseling/ National Suicide Prevention Line: 1-800-273-TALK Crisis Line of Hawaii (24/7): Oahu: 832-3100; Neighbor Islands: 1-800-753-6879

● Credit Hour Equivalency: The UH System Executive Policy E5.228 provides that one credit hour: (1) Is associated with an amount of work represented in intended learning outcomes and verified by evidence of student achievement; (2) Reasonably approximates but is not less than (a) One hour of class or direct faculty instruction and a minimum of two hours of out of class student work each week for approximately 15 weeks for one semester or the equivalent amount of work over a different period of time; or (b) at least an equivalent amount of work for other academic activities such as online instruction, laboratory work, internships, practica, studio work and other work that earns academic credit.

● Department of Public Safety provides an Escort Service to any University facility, eg parking lot. Phone: 956-SAFE (7233)

● Dogs on Campus Policy Website: https://www.hawaii.edu/kokua/access-services/service-or-assistance-animals.php

● Financial Aid Room and Phone: QLC Room 112, 956-7251 Website: https://www.hawaii.edu/fas/

● Food Services Website: https://manoa.hawaii.edu/food/

● Food Vault for food-insecure students https://www.facebook.com/foodvaulthawaii/

● Graduate Division maintains academic standards for graduate programs and governs Graduate Assistantships, eg stipends. Room: Spaulding Third Floor; 956-8544 Website: http://www.manoa.hawaii.edu/graduate/

● Graduate Student Organization (GSO) Room and Phone: Hemenway 212; 956-8776 Website: http://gso.hawaii.edu/

● Housing Services Website: http://studentaffairs.manoa.hawaii.edu/departments/housing.php

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● International Student Services Room and Phone: QLC Room 206; 956-8613 Website: https://www.hawaii.edu/issmanoa/

● LGBT+ Center Room and Phone: QLC Room 211; 956-9250 Website: http://manoa.hawaii.edu/lgbtq/

● Library Services Website: http://manoa.hawaii.edu/library/

● Kua‘ana Native Hawaiian Services Room and Phone: QLC Room 409; 956-8944 Website: http://www.hawaii.edu/kuaana/

● Math and Science Tutoring Website: http://manoa.hawaii.edu/ola/

● Office of Student Affairs Website: http://studentaffairs.manoa.hawaii.edu/

● Recreation Services Website: https://manoa.hawaii.edu/studentrec/fitnesscenter/hours.html

● Student Equity, Excellence, and Diversity (SEED) Website: http://www.hawaii.edu/diversity/

● Student Parents Room: QLC 412

Website: http://manoa.hawaii.edu/studentparents/

● Tobacco Free Campus and Facilities: All University of Hawai‘i campuses and facilities

became tobacco-free, joining more than 2,000 U.S. universities and colleges in an effort to provide a healthy environment for all students, faculty, and staff. Hawai‘i state law (SB 134, Act 160, SLH 2018) prohibits the use of tobacco products on all 10 UH campuses and university-owned facilities. Tobacco products include, but are not limited to, cigarettes, cigars, pipes, smoking tobacco, electronic cigarettes, vapes, and chewing tobacco. Website: https://www.hawaii.edu/offices/communications/tobaccofree/

● University Health Services Phone: 956-8965 Website: http://www.hawaii.edu/shs/

● Veteran Students: Room and Phone: QLC 010, 956-8010 Website: http://manoa.hawaii.edu/veterans/

● Women’s Center Room and Phone: QLC 211; 956-8059 Website: http://www.hawaii.edu/womenscenter/

● Writing Center: The Writing Center offers services (writing consultations, class visits, and workshops) free of charge and available to everyone in the UHM community. Make an appointment for a one-to-one consultation for writing projects. Room: Kuykendall Hall 411 Website: http://english.hawaii.edu/writingcenter/

10. READINGS AND SUPPLIES

No required textbook. All readings will be posted on the Google Classroom website through the Google Exercises. Students should supply a good attitude, appreciation of hard work, and good values. Online Training Modules - Please complete and submit proof of completion of the following online training modules via Google Classroom - by Dec 10, 2019. You are expected to manage your time and complete the certificates in a timely manner. No additional reminders will be made.

1) Ethics Training

● Visit CITI Program – Collaborative Institutional Training Initiative. https://about.citiprogram.org/en/homepage/.

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● Click the “Log In” button in the upper right. Then select “LOG IN THROUGH MY INSTITUTION” and click on “University of Hawaii”.

● Log in using your UH username and password.

● Under the University of Hawaii courses, click “Add a Course”.

● Complete the following courses and submit documentation to the Google Classroom:

● Conflicts of Interest

● Non-Exempt Social & Behavioral Sciences Researchers and Key Personnel

● CITI Health Information Privacy and Security (HIPS) for Clinical Investigators or other Information Privacy and Security course now available on the CITI Program page

2) Anti-Harassment Training

● Visit UH Manoa’s Intersections: Anti-Harassment - Title VII - Title IX - VAWA Section 304: https://www.hawaii.edu/titleix/training/.

● Complete and submit proof of the Anti-Harassment Training to the Google Classroom.

● Some of you are also employed at UH. You may submit either the student certificate or the employee certificate.

3) TEAMSTEPPS Training

● Complete the TEAMSTEPPS Training Module. More information on this will be provided in the TEAMSTEPPS session with Jackie Ng-Osorio.

● Completion of the module is one of 3 such interprofessional activities required for your MPH degree. As part of your accredited MPH degree, you must demonstrate competency to “Perform effectively on interprofessional teams.” These 3 interprofessional activities will be verified during PH 789 Integrative Seminar.

● Other interprofessional activity opportunities will be advertised, typically once a semester. If you have any questions about the interprofessional requirements, please talk to the MPH program chair Dr Al Katz.

4) DataCamp Training: 2cr students are required to select and complete 3 of the following DataCamp modules, whereas 3cr students are required to select and complete a total of 6 of the following DataCamp modules. You should have received an e-mail invitation to the DataCamp using your UH e-mail address. Your DataCamp license for PH600 is valid for 6 months and is otherwise a $300 value outside of this course. All students are strongly recommended to have a strong foundation in spreadsheets, and hence students who have previous spreadsheet experience need not complete the spreadsheet modules including PivotTables. If you would like to receive PH 699 Directed Research credit for completing additional DataCamp courses over and above the requirements for PH 600, please speak to me separately.

● Spreadsheet Basics: https://www.datacamp.com/courses/spreadsheet-basics ● Data Analysis in Spreadsheets: https://www.datacamp.com/courses/data-analysis-with-

spreadsheets ● Pivot Tables with Spreadsheets: https://www.datacamp.com/courses/pivot-tables-with-

spreadsheets ● Data Visualization in Spreadsheets: https://www.datacamp.com/courses/data-visualization-in-

spreadsheets ● Statistics in Spreadsheets: https://www.datacamp.com/courses/statistics-in-spreadsheets ● Conditional Formatting in Spreadsheets: https://www.datacamp.com/courses/conditional-

formatting-in-spreadsheets ● Introduction to R: https://www.datacamp.com/courses/free-introduction-to-r

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● Introduction to Python: https://www.datacamp.com/courses/intro-to-python-for-data-science ● Intro SQL for Data Science: https://www.datacamp.com/courses/intro-to-sql-for-data-science ● Intermediate R: https://www.datacamp.com/courses/intermediate-r ● Other DataCamp course in R, Python, SQL

o https://www.datacamp.com/tracks/data-scientist-with-r o https://www.datacamp.com/tracks/data-scientist-with-python

11. FOUNDATIONAL & SPECIALIZATION COMPETENCIES ADDRESSED

MPH/MS/PhD FOUNDATIONAL KNOWLEDGE ASSESSMENT

FPHK1. Explain public health history, philosophy, and values.

● Learning objective addressed throughout the course, but particularly in Field Visit to Historic Downtown Honolulu

● Learning objective assessed in the weekly exercise (in particular Exercise

0, 1, and 2), the comprehensive mid-term and final exams and

completion of CITI training certificates.

FPHK2. Identify the core functions of public and the 10 Essential Services.

● Learning objective addressed throughout the course, but particularly in Class 3: Preface to interactive timeline of major public health events, activity regarding the core functions of public health and the 10 essential services, followed by discussion.

● Learning objective assessed in the weekly exercise (Exercise 1 and 2), the comprehensive mid-term and final exams.

FPHK3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health.

● Learning objective addressed throughout the course, but particularly in: Class 7: Data Quality Assurance of a variety of different data sources. Classes 4-8: On Population Health Measurement.

● Learning objective assessed in the weekly exercise (Exercises 4-7), the comprehensive mid-term and final exams and final literature review.

FPHK4. List major causes and trends of morbidity and mortality in the US or other community relevant to the school or program.

● Learning objective addressed throughout the course, but particularly in: Classes 5, 6 and 8: Interactive discussion in groups of major causes of trends of morbidity using figures/charts of the US and HI followed by discussion as well as Lab 2 Population Data, Lab 3 Death Rates.

● Learning objective assessed in the weekly exercise (Exercise 4), the comprehensive

mid-term and final exams.

FPHK5. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion and screening.

● Learning objective addressed throughout the course, but with lecture, discussion, and class activities particularly in: Class 8 Risk Factors introducing the concepts, Class 9 Social Determinants reviewing the concepts, and Class 11 Chronic Disease engaging the concepts with specific diseases

● Learning objective assessed in the weekly exercise (Exercises 7 and 8), the comprehensive mid-term and final exams.

FPHK6. Explain the critical importance of evidence in advancing public health knowledge.

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● Learning objective addressed throughout the course, but particularly in: Lab 1: Initial literature review discussion and paper planning. Writing Workshops in weeks 7, 11, 13, and 15.

● Learning objective assessed in the weekly exercise, the comprehensive mid-term and final exams and final literature review and Project 1 Annotated Bibliography and Project 2 Literature Review.

FPHK7. Explain effects of environmental factors on a population’s health.

● Learning objective addressed throughout the course, but with lecture, discussion, and class activities particularly in: Class 8 Risk Factors introducing the concepts, Class 9 Social Determinants reviewing the concepts, Class 11 Chronic Disease engaging the concepts with specific diseases, and Class 12 One Health with discussion on the role of climate change.

● Learning objective assessed in the weekly exercise (particularly Exercises 7, 8, and 9) and the comprehensive mid-term and final exams.

FPHK8. Explain biological and genetic factors that affect a population’s health.

● Learning objective addressed throughout the course, but with lecture, discussion, and class activities particularly in: Class 5 and 6 when discussing the Global Burden of Disease with a focus on biomedical disease classification, Class 11 Chronic Disease when discussing biological mechanisms, and Class 12 One Health when discussing transmission pathways

● Learning objective assessed in the weekly exercise (Exercises 4,5, 7, and 8), the comprehensive mid-term and final exams.

FPHK9. Explain behavioral and psychological factors that affect a population’s health

● Learning objective addressed throughout the course, but with lecture, discussion, and class activities particularly in: Class 8 Risk Factors, Class 9 Social Determinants, and Class 11 Chronic Disease engaging the concepts with specific diseases.

● Learning objective assessed in the weekly exercise (Exercise 8), the comprehensive mid-term and final exams.

FPHK10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities.

● Learning objective addressed throughout the course, but with lecture, discussion, and class activities particularly in: Class 9 Social Determinants, Class 13 Priority Setting, Class 14 Planning and Implementation, Class 15 Health Systems.

● Learning objective assessed in the weekly exercise (Exercise 8, 10, 11, and 12), the

comprehensive mid-term and final exams.

FPHK11. Explain how globalization affects global burdens of disease.

● Learning objective addressed throughout the course, but with lecture, discussion, and class activities particularly in: Class 5 and 6 in the context of the epidemiologic transitions, Class 8 Risk Factors changing over time, Class 9 Social Determinants within and between countries, Class 11 Chronic Disease, and Class 12 One Health on the transmission of risks for specific diseases.

● Learning objective assessed in the weekly exercise (Exercises 4, 5, 7, and 8), the

comprehensive mid-term and final exams.

FPHK12. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (One Health).

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● Learning objective addressed throughout the course, but particularly in: Class 12: Interactive discussion of OneHealth, particularly climate change, food security, and indigenous populations.

● Learning objective assessed in the weekly exercise (Exercise 9), the comprehensive mid-term and final exams.

MPH FOUNDATIONAL COMPETENCIES ADDRESSED

MPH21. Perform effectively on interprofessional teams. ● Competency addressed through TeamSTEPPS training with students from

UH schools of medicine, nursing, social work and pharmacy. ● Competency assessed by submission of the TeamSTEPPS certificate of completion.