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Volume
3:
No. 1, January 2006
TOOLS & TECHNIQUES
Transforming a Master of Public Health Program to Address Public Health Practice Needs
This figure is a flowchart with eight boxes that are arranged in a clockwise
circle and has arrows pointing from one box to the next. Each box contains one
point of the program's development. In order, the boxes read as follows: Point
1, continuous and regular review of pertinent documents and national change
processes (e.g., COL, Institute of Medicine report) as well as our program
evaluation findings; Point 2, development or revision of program-level VVMGO
(measurable objectives); validation by faculty; Point 3; development or revision
of student competencies that guide planning for student-focused aspects of
mission, goals, and objectives and curriculum change; validation by faculty;
Point 4, proactive effort to encourage review, editing, and validation of VVMGO
and student competencies by students, graduates, community advisors, employers,
and stakeholders; Point 5, final and ongoing review, editing, and validation of
VVMGO and competencies by faculty; Point 6, two-stage review of current
curriculum抯 ability to support VVMGO and student competency development; Point
7, development or revision of evaluation model displaying the multiple levels of
program and curriculum evaluation, including community stakeholder input; and
point 8, Input from all levels of evaluation data; VVMGO assessments and
curriculum assessments.
Figure. Feedback loop for the initial and continual development processes for program vision, values, mission, goals, and objectives (VVMGO);
student competencies; and the curriculum learning objectives and assessments
linked to student competencies. The model was adapted from iterations of
planning materials used from 2003 to 2005. COL indicates Council on Linkages
Between Academia and Public Health Practice.
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