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Innovations in Curriculum Renewal for Established MPH Programs

This comprehensive report outlines the key initiatives and findings from the curriculum renewal project in an established Master of Public Health (MPH) program. Key assessments revealed the importance of disciplinary expertise, interdisciplinary learning, and a strong foundation in research methods. Objectives included enhancing student learning opportunities, establishing communities of practice, and promoting ongoing curriculum evaluation. We detail core competencies developed, new interdisciplinary courses introduced, and insights gained from stakeholders. The report highlights both successes and areas for improvement in the renewal process.

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Innovations in Curriculum Renewal for Established MPH Programs

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  1. Adjusting course: Implementing curriculum renewal priorities in an established MPH program Ann Fox, PhD, RD

  2. Background 2012 Situational Assessment Findings: • Disciplinary expertise a major asset (employers) • Enhance understanding of broader health policy context (health leaders) • Desire for enhanced interdisciplinary learning (students) • Strengthen qualitative and quantitative methods foundation (faculty)

  3. Objectives • Build on disciplinary depth and specialization of MPH fields to establish communities of practice • Enhance student opportunities for interdisciplinary learning • Enhance access to practice-related education in health policy • Enhance learning opportunities in qualitative and quantitative research methods for all MPH students • Establish on-going curriculum evaluation strategies.

  4. Curriculum Renewal Task Force Core Group • MPH program leads • Students • Administrative staff Other stakeholders • Faculty • Division heads • Preceptors • Alumni • Employers, community, government agencies

  5. Major Undertakings • Developed core competencies (PHAC, CEPH) • Developed field specific competencies • Developed new interdisciplinary case-based Intro Public Health course • Enhanced access to and adjusted scope of Policy course • Revised Intro qualitative and quantitative courses • Established professional development workshop series

  6. What worked well? • Involving students and faculty • Responding to key stakeholders • Setting priorities and foci • Identifying competency development needs across program fields • Collegial support/Risk taking

  7. What could we have done better? • Engage division heads and divisional faculty in decision-making • Be realistic about what can be accomplished in one course, in one year, in one degree program • Communicate the plan constantly

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