|
Home > Academics > MPH Competencies
MPH Competencies
The MPH student’s public health knowledge, attitude,
skills, and practice are evaluated against key public health
competencies. The competencies for the MPH at OPHS are based
on those approved by the Association of Schools of Public
Health (ASPH) in 2006. By graduation, all MPH students must
demonstrate ability to apply public health perspectives, knowledge,
and skills in five core areas (biostatistics, epidemiology,
environmental health science, health policy and management,
social and behavioral sciences) and seven cross-cutting areas
(communication and informatics, diversity and culture, leadership,
professionalism, program planning, systems thinking, and public
health biology). In addition, MPH students are evaluated on
competencies associated with their chosen specialization:
epidemiology, health policy and management, or social and
behavioral health sciences. Competencies are mastered through
coursework, seminars, practica, public health projects, experiences,
and other activities of the MPH program. Knowledge and skills
are assessed by means of student performance in the classroom,
and application is assessed through the capstone experience
made up of the 1) practicum, 2) final paper and 3) final oral
examination.
Upon completion of the Master of Public Health (MPH) program
at the University of Hawai‘i, the graduate should master
the following competencies:
Epidemiology Competency
| • |
Apply the basic terminology and definitions of epidemiology used to identify patterns of disease and injury in human populations and apply epidemiological methods to the identification and control of health problems. |
| • |
Identify key sources of data and apply descriptive techniques commonly used to summarize public health data used to inform scientific, ethical, economic, and political discussion of health issues. |
| • |
Calculate basic epidemiological measures, apply common statistical methods, and interpret results of statistical analyses used in public health studies. |
Additional criteria for students in the epidemiology specialization:
| • |
Identify the epidemiological dimensions of the major causes of morbidity and mortality regionally, nationally and internationally with particular emphasis on chronic and infectious disease. |
| • |
Identify public health practices for disease control including surveillance, screening and outbreak investigation. |
| • |
Identify practices for disease detection including the use of biomarkers and molecular biology. |
| • |
Demonstrate proficiency in computer based data collection, management and analysis using major statistical software and fundamental strategies for biostatistical analysis. |
| • |
Demonstrate application of epidemiology knowledge and skills through a practicum, by 1) developing and achieving practicum learning objectives; 2) demonstrating application of dimensions of epidemiology in the field; 3) completing an epidemiological practicum project; and 4) articulate how the project contributes to the field of public health. |
| • |
Demonstrate skills in the synthesis of epidemiological knowledge and practice, by including in the final paper/oral: 1) a critical assessment of the epidemiological data and literature relevant to a public health problem or topic; 2) an overview of the existing studies that address the public health problem or topic; 3) an overview of the practicum project and application of appropriate approach; 4) presentation and interpretation of the findings; 5) implications for public health. |
Criteria to evaluate mastery of these competencies:
| • |
Communicate epidemiologic information to lay and professional audiences. |
| • |
Evaluate strengths and limitations of epidemiologic reports. |
| • |
Describe a public health problem in terms of magnitude, person, place and time. |
| • |
Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data. |
| • |
Identify the principles and limitations of public health programs. |
Health Policy and Management Competencies
Health policy and management (HPM) is a multidisciplinary
field of inquiry and practice concerned with the delivery,
quality and costs of health care for individuals and populations.
This definition assumes both a managerial and a policy concern
with the structure, process and outcomes of health services
including the costs, financing, organization, outcomes and
accessibility of care.
The competencies are:
| • |
Identify the main components and issues
of the organization, financing and delivery of health
services and public health systems in the US. |
| • |
Describe the legal and ethical bases for public health
and health services. |
| • |
Apply the principles of program planning, development,
budgeting, management and evaluation in organizational
and community initiatives. |
| • |
Apply "systems thinking" for resolving organizational
problems. |
Additional competencies for students in the
HPM specialization:
| • |
Discuss the policy process for improving
the health status of populations. |
| • |
Apply principles of strategic planning and marketing
to public health. |
| • |
Apply quality and performance improvement concepts to
address organizational performance issues. |
| • |
Communicate health policy and management issues using
appropriate channels and technologies. |
| • |
Demonstrate leadership skills for building partnerships. |
Criteria to evaluate the mastery of these competencies
are:
| • |
Demonstrate application of HPM knowledge
and skills through a practicum, by 1) developing and achieving
practicum learning objectives. |
| • |
Compile a portfolio of deliverables (e.g., papers, presentations)
from MPH coursework focusing on the relevant competencies. |
| • |
Demonstrate skills in the synthesis of HPM knowledge
and practice, by including in the final paper/oral: 1)
a critical assessment of the data and HPM literature relevant
to a public health problem or topic; 2) an overview of
the existing programs and policies that address the public
health problem/topic; 3) presentation and interpretation
of findings; and 4) implications for public health. |
Native Hawaiian and Indigenous Health Competencies
The Native Hawaiian and Indigenous Health (NHIH) specialization will prepare students for leadership roles in Indigenous health policy and culturally safe health services. Graduates will better meet the social and cultural needs of Indigenous people, thereby enhancing the quality and effectiveness of those health services and policies. The improved quality and effectiveness of Indigenous health services contributes to the reduction of Indigenous health disparities and the improvement of Indigenous peoples' health.
The competencies are:
| • |
Analyze key comparative health indicators for Indigenous peoples. |
| • |
Analyze key comparative indicators regarding the social determinants of health for Indigenous peoples. |
| • |
Describe Indigenous Peoples health in historical context and analyze the impact of colonial processes on health outcomes.
|
| • |
Critically evaluate Indigenous public health policy or programs. |
| • |
Apply the principles of economic evaluation to Indigenous programs with a particular focus on the allocation of resources relative to need. |
| • |
Demonstrate a reflexive public health practice for Indigenous Peoples health contexts. |
Criteria for demonstrating competencies:
| • |
Demonstrate application of NHIH knowledge and skills through a practicum, by A) developing and achieving practicum learning objectives; B) demonstrating application of dimensions of NHIH in the field; C) completing a practicum project; and D) articulate how the project contributes to the field of public health. |
| • |
Demonstrate skills in the synthesis of NHIH knowledge and practice, by including in the final paper/oral: A) a critical assessment of the data and NHIH literature relevant to a public health problem or topic; B) an overview of the existing programs and policies that address the public health problem/topic; C) an overview of the practicum project and application of appropriate approach; D) presentation and interpretation of findings; and E) implications for public health. |
Social and Behavioral
Health Sciences Competency
| • |
Identify basic theories, concepts and models
from a range of social and behavioral disciplines that
are used in public health research and practice. |
| • |
Identify the causes of social and behavioral factors
that affect health of individuals and populations. |
| • |
Describe the merits of social and behavioral science
interventions and policies. |
| • |
Apply evidence-based approaches in the development and
evaluation of social and behavioral science interventions. |
Additional criteria for students in the SBHS
specialization:
| • |
Identify critical stakeholders for the planning,
implementation and evaluation of public health programs,
policies and interventions. |
| • |
Describe the role of social and community factors in
both the onset and solution of public health problems. |
| • |
Specify multiple targets and levels of intervention
for social and behavioral health science programs and/or
policies. |
| • |
Identify critical stakeholders for the planning, implementation
and evaluation of public health programs, policies and
interventions. |
| • |
Describe steps and procedures for the planning, implementation
and evaluation of public health programs, policies and
interventions. |
| • |
Apply ethical principles to public health program planning,
implementation and evaluation. |
| • |
Demonstrate application of SBHS knowledge and skills
through a practicum, by 1) developing and achieving a
practicum learning objectives; 2) demonstrating application
of dimensions of SBHS in the field; 3) completing a practicum
project; and 4) articulate how the project contributes
to the field of public health. |
| • |
Demonstrate skills in the synthesis of SBHS knowledge
and practice, by including in the final paper/oral: 1)
a critical assessment of the data and SBHS literature
relevant to a public health problem or topic; 2) an overview
of the existing programs and policies that address the
public health problem/topic; 3) an overview of the practicum
project and application of appropriate approach; 4) presentation
and interpretation of findings; and 5) implications for
public health. |
Biostatistics Competency
Apply basic statistical methods to address, analyze and solve
problems in public health.
Criteria to evaluate the mastery of this competency:
| • |
Describe the roles of biostatistics in the
discipline of public health. |
| • |
Describe the basic biostatistics concepts such as summary
statistics, probability, and statistic inference. |
| • |
Apply exploratory data analysis and descriptive statistics
to summarize public health data. |
| • |
Apply common statistics methods to analyze public health
data. |
| • |
Interpret results of statistical analyses found in public
health studies. |
Environmental Health
Competency
Describe how environmental factors (biological, physical,
and chemical) affect the health of a community.
Criteria to evaluate the mastery of this competency:
| • |
Describe the direct and indirect human,
ecological and safety effects of major environmental and
occupational agents. |
| • |
Describe genetic, physiologic and psychosocial factors
that affect susceptibility to adverse health outcomes
following exposure to environmental hazards. |
| • |
Describe federal and state regulatory programs, guidelines
and authorities that control environmental health issues. |
| • |
Specify current environmental risk assessment methods/technology. |
| • |
Specify approaches for assessing, preventing and controlling
environmental hazards that pose risks to human health
and safety. |
Diversity and Culture
Competency
Explain why cultural competence alone cannot address health
disparities; be able to interact with both diverse individuals
and groups on public health issues.
Criteria to evaluate the mastery of this competency:
| • |
Describe the roles of history, power, privilege
and structural inequality in producing health disparities. |
| • |
Explain how professional ethics and practices relate
to equity and accountability in diverse community settings. |
| • |
Differentiate among availability, acceptability, and
accessibility of health care across diverse populations. |
| • |
Demonstrate ability to interact effectively in diverse
groups in class, practicum, student governance, and committees. |
Leadership Competency
Organize community partnerships to create and communicate
a shared vision for a changing future; discuss solutions to
organizational and community challenges; and maximize motivation
to reach public health goals.
Criteria to evaluate the mastery of this competency:
| • |
Describe the attributes of leadership in
public health. |
| • |
Articulate an achievable mission, set of core values,
and vision. |
| • |
Engage in dialogue and learning from others to advance
public health goals. |
Public Health Biology
Competency
Discuss how public health biology – the biological
and molecular context of public health – impacts public
health practice.
Criteria to evaluate the mastery of this competency:
| • |
Specify the role of the immune system in
population health. |
| • |
Explain the role of biology in the ecological model
of population-based health. |
| • |
Apply biological principles to development and implementation
of disease prevention, control, or management programs. |
Systems Thinking Competency
Recognize system-level properties that result from dynamic
interactions among human and social systems and how they affect
the relationships among individuals, groups, organizations,
communities, and environments.
Criteria to evaluate the mastery of this competency:
| • |
Identify characteristics of a system. |
| • |
Explain how systems (e.g. individuals, social networks,
organizations, and communities) may be viewed as systems
within systems in the analysis of public health problems. |
| • |
Discuss the effects of political, social and economic
policies on public health systems at the local, state,
national and international levels. |
| • |
Discuss the impact of global trends and interdependencies
on public health related problems and systems. |
Program Planning Competency
Plan for the design, development, implementation, and evaluation
of strategies to improve individual and community health.
Criteria to evaluate the mastery of this competency:
| • |
Describe the tasks necessary to assure that
program implementation occurs as intended. |
| • |
Explain how the findings of a program evaluation can
be used. |
Ethics and Professionalism Competency
Demonstrate ethical choices, values and professional practices
implicit in public health decisions; consider the effect of
choices on community stewardship, equity, social justice and
accountability; and to commit to personal and institutional
development.
Criteria to evaluate the mastery of this competency:
| • |
Discuss sentinel events in the history and
development of the public health profession and their
relevance for practice in the field. |
| • |
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. |
| • |
Apply evidence-based principles and the scientific knowledge
base to critical evaluation and decision-making in public
health. |
| • |
Apply the core functions of assessment, policy development,
and assurance in the analysis of public health problems
and their solutions. |
| • |
Promote high standards of personal and organizational
integrity, compassion, honesty and respect for all people. |
| • |
Distinguish between population and individual ethical
considerations in relation to the benefits, costs, and
burdens of public health programs. |
| • |
Embrace a definition of public health that captures
the unique characteristics of the field (e.g., population-focused,
community-oriented, prevention-motivated and rooted in
social justice) and how these contribute to professional
practice. |
| • |
Appreciate the importance of working collaboratively
with diverse communities and constituencies (e.g. researchers,
practitioners, agencies and organizations). |
| • |
Value commitment to lifelong learning and professional
service including active participation in professional
organizations. |
Communication and Informatics
Competency
Collect, manage and organize data to produce information
and demonstrate ability to present this information in meaningful
ways to different audiences.
Criteria to evaluate the mastery of this competency:
| • |
Describe how the public health information
infrastructure is used to collect, process, maintain,
and disseminate data. |
| • |
Describe how societal, organizational, and individual
factors influence and are influenced by public health
communications. |
| • |
Apply legal and ethical principles to the use of information
technology and resources in public health settings. |
| • |
Demonstrate effective written and oral skills for communicating
with different audiences in the context of professional
public health activities. |
| • |
Use information technology to access, evaluate, and
interpret public health data. |
|
|
|
