Associate Deans’ Retreat June 18, 2009 Dean Jim Raczynski (Arkansas) Chair, DrPH Competency Development Committee

1. Associate Deans’ Retreat June 18, 2009 DeanJim Raczynski (Arkansas) Chair, DrPH Competency Development Committee

2. Summary • First model of competencies for Doctor of Public Health (DrPH) degree • Project started in 2007 and will be completed this summer • Collaborative effort of over 200 academicians and practitioners (with over 30% involvement by practitioners) • The set and model are provided as a resource and benchmark to schools and programs that offer the DrPH (not prescriptive) • 7 domains with 51 competencies total

3. Education Committee – Current Initiatives ASPH Education Committee charge: To advise the deans and assist member schools in continuously improving access to and the quality of education and training in public health.

4. DrPH Core Competency Model Project…Why? • Proliferation of competency-based standards in professional education • Challenges of 21st century practice • Recommendations by important national organizations (e.g. Institute of Medicine) • Increased emphasis on accountability across the health professions • Increasing incorporation of competencies into: • All levels of higher education • Accreditation

5. Charge From ASPH Education Committee • DrPH competencies were a major portion of the 2003 Associate Deans’ agenda. Internal discussions brought the topic to the Education Committee, which charged a subcommittee led by Jim Raczynski to begin comps development. • Develop a competency model for future DrPH graduates at ASPH-member schools to: • Serve as a resource and guide for the field • Enhance program development and accountability • Think “out of the box” and toward the future – the DrPH as a “transformational” leader • Build upon the MPH Competency Model

6. Prior Meetings • Consensus Conference (November 2007) • Concept Identification and Conceptualization Task Force (February 2008) • Modified Delphi Process (June 2008 – February 2009) • Town Hall at ASPH annual meeting (October 2008) • Competency Integration Council (March 2009) • Review by ASPH Education Committee (April 2009) • Review by DrPH Program Directors (May 2009)

7. Consensus Conference (November 2007) DrPH holders should be able to: • Translate concepts to achieve a pragmatic vision • Move from discovery to implementation • Hit the ground running as a change agent and manager (as distinguished from the MPH) • Integrate/synthesize thinking in problem-solving • Translate science and bring it to bear on policies and solutions • Build models • Establish a vision and clearly communicate such across diverse audiences. • Demonstrate a social return on health investments • Provide transformational leadership

8. Concept Identification and Conceptualization Task Force (February 2008) Competencies should emphasize: • Breadth of experience upon entry • Diverse career goals • Development of long term leadership skills • Measurement of skills versus only knowledge The Model should: • Cross map with existing competency models • Build upon the MPH competency model • Be deployable at both the school and department level • Holistic across disciplines • Not limited by • Discipline Specific competencies • Tiered levels of achievement • Accommodate diverse DrPH program structures

9. Key Considerations • Ensure all competencies are: • “Observable” • “Teachable” • Compatible with program teaching and learning methods • “Measurable” • Individual programs will outline: • Specific learning objectives and performance • Performance assessment criteria • Pros and cons of linkages to a potential credentialing exam

10. Competency Development Process

11. Important Components of the Process • Geared toward all DrPH graduates, regardless of specialty area, background, or job trajectory • Built on work of the MPH model, Council on Linkages, CDC, member schools, etc. • Involvement of ASPH faculty experts, practitioners (33%), and partners (n = 184 for workgroups). Over 200 total. • Use of nominal group processes (e.g. Modified Delphi Technique) • Final consensus set to serve as a resource to improve quality and accountability of DrPH education • Recognition of the diversity of schools, students and programs • Process transparency and dissemination across all workgroups

12. Workgroup Chairs Advocacy: Tony DeLucia, PhD (ETSU) Lee Thielen, MPA (CALPHO) Communication: Dan Boatright, PhD (Oklahoma) Susan Kirby, DrPH (Kirby Marketing Solutions) Community/Cultural Orientation: Bob Fullilove, EdD (Columbia) Mike Bacon, MPH (Winnebago County, IL)

13. Workgroup Chairs Critical Analysis: Sheree Boulet, DrPH (CDC) Peter Messeri, PhD (Columbia) Leadership: John Baker, PhD (Arkansas) Mary Dott, MD, MPH (CDC) Management: Connie Evashwick, ScD (Saint Louis) Carleen Stoskopf, ScD (SDSU) Professionalism & Ethics: Lyndon Haviland, DrPH (Lyndon Haviland & Co LLC) Edyth Schoenrich, MD, MPH (Johns Hopkins)

14. John- please edit this list and make appropriate changes: Domain Charges and Affiliations Domain Workgroups and Members

15. Charge to Competency Integration Council • Carefully review preliminary listings from each domain workgroup • Look at the model holistically • Consider the set from a national, multi-school and program perspective • Determine what DrPH constructs seem: • Redundant • Overemphasized • Underrepresented or missing • Provide input on dissemination and implementation • Play a leadership role in promoting the model to your faculty

16. Competency Model

17. Domains and Competencies

18. Bloom’s Taxonomy: MPH and DrPH

19. Advocacy The ability to influence decision-making regarding policies and practices that advance public health using scientific knowledge, analysis, communication, and consensus-building. Upon graduation a student with a DrPH should be able to… • Analyze the impact of legislation, judicial opinions, regulations, and policies on population health. • Develop evidence-based strategies for changing health law and policy. • Establish goals, timelines, funding alternatives, and strategies for influencing policy initiatives.

20. Advocacy Upon graduation a student with a DrPH should be able to… • Present positions on health issues, law, and policy. • Design action plans for building public and political support for programs and policies. • Utilize consensus-building, negotiation, and conflict avoidance and resolution techniques. • Influence health policy and program decision-making based on scientific evidence, stakeholder input, and public opinion data.

21. Communication The ability to assess and use communication strategies across diverse audiences that inform and influence individual, organization, community, and policy actions. Upon graduation a student with a DrPH should be able to… • Employ evidence-based communication program models. • Develop informational and persuasive communications. • Integrate health literacy concepts in all communication and health marketing. • Explain communication program proposals and evaluations to lay, professional, and policy audiences.

22. Communication Upon graduation a student with a DrPH should be able to… • Develop an evaluation plan for a communication or marketing effort. • Guide an organization in setting communication goals, objectives, and priorities. • Develop dissemination plans for communication programs and evaluations. • Propose recommendations for improving communication processes. • Characterize the importance of health marketing’s relationship to health communication.

23. Community/Cultural Orientation The ability to communicate and interact with people across diverse communities and cultures for development of research, programs, and policies. Upon graduation a student with a DrPH should be able to… • Assess cultural, environmental, and social justice influences on the health of communities. • Design action plans for enhancing community and population-based health. • Develop collaborative partnerships with communities, policy makers, and other relevant groups. • Implement culturally and linguistically appropriate services and research. • Engage communities in creating evidence-based, culturally competent programs. • Apply the basic terminology and definitions of epidemiology.

24. Critical Analysis The ability to synthesize and apply evidence-based research and theory from a broad range of disciplines and health-related data sources to advance programs, policies, and systems promoting population health. Upon graduation a student with a DrPH should be able to… • Interpret quantitative and qualitative data following current scientific standards. • Synthesize information from multiple sources for research and practice. • Develop health surveillance systems to monitor population health, health equity, and public health services.

25. Critical Analysis Upon graduation a student with a DrPH should be able to… • Design needs and resource assessments for communities and populations. • Apply evidence and theoretical perspectives from multiple disciplines in the design and implementation of programs, policies, and systems. • Weigh risks, benefits, and unintended consequences of research and practice. • Evaluate the performance and impact of health programs, policies, and systems.

26. Leadership The ability to create and communicate a shared vision for a positive future; inspire trust and motivate others; and use evidence-based strategies to enhance essential public health services.  Upon graduation a student with a DrPH should be able to… • Create a shared vision. • Collaborate with diverse groups. • Develop teams for implementing health initiatives. • Influence others to achieve high standards of performance and accountability.

27. Leadership Upon graduation a student with a DrPH should be able to… • Communicate an organization’s mission, shared vision, and values to stakeholders. • Develop professional plans incorporating lifelong learning, mentoring, and continued career progression strategies. • Develop capacity-building strategies at the individual, organizational, and community level. • Demonstrate a commitment to personal and professional values.

28. Management The ability to provide fiscally responsible strategic and operational guidance within both public and private health organizations for achieving individual and community health and wellness.  Upon graduation a student with a DrPH should be able to… • Use strategic planning processes. • Organize the work environment with defined lines of responsibility, authority, communication, and governance. • Apply principles of human resource management. • Evaluate organizational performance in relation to strategic and defined goals.

29. Management Upon graduation a student with a DrPH should be able to… • Develop financial and business plans for health programs and services. • Deploy quality improvement methods. • Apply informatics principles to the design and implementation of information systems. • Align policies and procedures with regulatory and statutory requirements. • Develop a network of relationships, including internal and external collaborators.

30. Professionalism & Ethics The ability to identify and analyze an ethical issue; balance the claims of personal liberty with concerns about population health; and act on the ethical concepts of social justice and human rights in public health research and practice.  Upon graduation a student with a DrPH should be able to… • Differentiate among the ethical, legal, administrative, and quality assurance dimensions of research and practice. • Design strategies for resolving ethical concerns in research, law, and regulations. • Manage potential conflicts of interest encountered by practitioners, researchers, and organizations.

31. Professionalism & Ethics Upon graduation a student with a DrPH should be able to… • Develop tools that protect the privacy of individuals and communities involved in health programs, policies, and research. • Demonstrate cultural sensitivity in ethical discourse and analysis. • Develop criteria for which the protection of the public welfare may override the right to individual autonomy.

32. Model Integration and Review Competency Integration Council March 2009 Model Finalization April Review & Input: - Education Committee April 20 - DrPH Program Directors May 15 - Council on Linkages June 11

33. Next Steps ActionsDate Review & Input: - Deans July 22-25 - ASPH Board of Directors July 25 Dissemination into Field August+ ASPH Town Hall November 7 APHA Oral Presentation November 9 (Academic Public Health Caucus)

34. Acknowledgements • John Finnegan, Chair, ASPH Education Committee • Judith Calhoun, Faculty Consultant • Attendees at past meetings • Workgroup Chairs • Workgroup Members • DrPH Program Directors • ASPH Education Committee

35. Discussion