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ASPPH Presents Webinar: Using Competencies to Inform Undergraduate Program Design and Incorporation of Evaluation Activities

Originally scheduled for the 2017 Undergraduate Summit for Public Health and Global Health Education, this webinar featured three presentations:

  • Assessment of Competency Completion by Assignment, Not by Course, presented by Katie Darby Hein, PhD, College of Public Health, University of Georgia
  • Year One Lessons Learned from the Implementation of an Integrative Framework for Academic Program Assessment and Evaluation, presented by Jennifer M. Griffith, DrPH, MPH, Texas A&M School of Public Health
  • Diversifying Voices in Educational Best Practices: Host & Partner Perspectives of Global Health Competencies, presented by Jessica Evert, MD, Executive Director, Child Family Health International

Learning objectives for each presentation are below. A full description of each presentation is available in the Event Materials section at the bottom of the page.

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Assessment of Competency Completion by Assignment, Not by Course, presented by Katie Darby Hein, PhD, College of Public Health, University of Georgia

Learning Objective:

  • Examine a strategy that allows quick assessment of CEPH competency compliance for undergraduate public health programs.

Year One Lessons Learned from the Implementation of an Integrative Framework for Academic Program Assessment and Evaluation, presented by Jennifer M. Griffith, DrPH, MPH, Texas A&M School of Public Health

Learning Objectives:

  • To define the program assessment and evaluation framework
  • To describe outcomes from implementation of the framework
  • To summarize lessons learned and next steps

Diversifying Voices in Educational Best Practices: Host & Partner Perspectives of Global Health Competencies, presented by Jessica Evert, MD, Executive Director, Child Family Health International

Learning Objectives:

  • Articulate key themes and perspectives about learner development, desirable competencies and the role of trainees in communities that are outside their frame of reference in Global Health (commonly trainees from HIC frame of reference partaking in Global Health programs in LMIC).
  • Compare and contrast the results of this study/what hosts think should be emphasized with what credit-bearing and non-credit bearing undergraduate global health programs/universities/organizations emphasize in their program content and credit granting. Inform these comparisons/contrasts with the ethical implications of different emphasis.
  • Exchange perspectives with colleagues and peers as to the implications of this study and how organizations/programs/entities in Global Health can adapt to a broader inclusion in program design, operations, and evaluation