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Graduate Course Proposal Form Submission Detail - PHC7154
Tracking Number - 3105

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Current Status: Approved by SCNS - 2013-10-11
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 for DrPh Changes. Need conc. Faculty emailed 5/9/13. Cleared 7/21/13. GC approved 7/21/13. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. 7611 approved as 7154 eff 9/1/13

Detail Information

  1. Date & Time Submitted: 2013-02-28
  2. Department: Community and Family Health
  3. College: PH
  4. Budget Account Number: EPB = HSC 10000 640300 PUB001
  5. Contact Person: Rita DeBate
  6. Phone: 8139746683
  7. Email: rdebate@health.usf.edu
  8. Prefix: PHC
  9. Number: 7154
  10. Full Title: Evidence-informed Public Health I
  11. Credit Hours: 3
  12. Section Type: C - Class Lecture (Primarily)
  13. Is the course title variable?: N
  14. Is a permit required for registration?: N
  15. Are the credit hours variable?: N
  16. Is this course repeatable?:
  17. If repeatable, how many times?: 0
  18. Abbreviated Title (30 characters maximum): EBPH Part 1
  19. Course Online?: B - Face-to-face and online (separate sections)
  20. Percentage Online: 0
  21. Grading Option: -
  22. Prerequisites: None
  23. Corequisites: None
  24. Course Description: This course provides an overview of evidence-informed public health practice in addition to skills for evidence-informed decision making.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
  26. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? All DrPH students would be required to take this course.
  27. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
  28. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Experience in public health
  29. Objectives: 1.Interpret quantitative and qualitative data following current scientific standards

    2.Synthesize information and derive pertinent implications from multiple sources for research and practice

  30. Learning Outcomes: At the end of this course, students will be able to:

    1.Describe evidence-based public health’s defining characteristics.

    2.Describe the characteristics of commonly used methods of identifying and assessing needs and priorities

    3.Define effectiveness and evaluation research as a source of evidence and distinguish it from other types of research in health sciences

    4.Distinguish between the statistical and practical significance of data

    5.Describe and use standardized reporting checklists for systematic literature review and meta-analyses

  31. Major Topics: PART 1: Overview of evidence-informed public health practice

    • Session 1

    o Introduction and Course Overview

    o Introduction to Evidence-based practice in public health

    • Session 2

    o Steps in the evidence-based practice process

    • Session 3

    o Determining the best type of research for the research question

    PART 2: Critically appraising studies for evidence-informed public health questions about intervention effectiveness

    • Session 4

    o Criteria for inferring effectiveness

    • Session 5

    o Critically appraising experiments

    • Session 6

    o Critically appraising non-equivalent comparison group designs

    • Session 7

    o Critically appraising time-series designs and single-case designs

    • Session 8 and 9

    o Critically appraising systematic reviews and meta-analyses

    Part 3: Critically appraising studies for alternative evidence-informed public health questions

    • Session 10

    o Critically appraising non-experimental quantitative studies

    • Session 11 and 12

    o Critically appraising qualitative studies

    Part 4: Assessing participants and monitoring their progress

    • Session 13 and 14

    o Critically appraising and selecting assessment instruments

    • Session 15

    o Emerging issues in evidence-informed public health practice

  32. Textbooks: Rubin A & Bellamy J. Practitioners guide to using research for evidence-based practice. Second Edition, 2011. Hoboken, NJ: John Wiley & Sons, Inc.
  33. Course Readings, Online Resources, and Other Purchases: readings will come from the course textbook
  34. Student Expectations/Requirements and Grading Policy: Students will be assessed via the following:

    1.Class attendance and participation (20 pts; 20%)

    2.Written assignments (four @ 20 pts each for a total of 80 pts; 80%)

  35. Assignments, Exams and Tests: PART 1: Overview of evidence-informed public health practice

    •Session 1

    oIntroduction and Course Overview

    oIntroduction to Evidence-based practice in public health

    •Session 2

    o Steps in the evidence-based practice process

    •Session 3

    oDetermining the best type of research for the research question

    PART 2: Critically appraising studies for evidence-informed public health questions about intervention effectiveness

    •Session 4

    oCriteria for inferring effectiveness

    oDue: Evidence-informed written assignment #1

    •Session 5

    oCritically appraising experiments

    •Session 6

    oCritically appraising non-equivalent comparison group designs

    •Session 7

    oCritically appraising time-series designs and single-case designs

    •Session 8 and 9

    oCritically appraising systematic reviews and meta-analyses

    Part 3: Critically appraising studies for alternative evidence-informed public health questions

    •Session 10

    oCritically appraising non-experimental quantitative studies

    oDue: Evidence-informed written assignment #2

    •Session 11 and 12

    oCritically appraising qualitative studies

    Part 4: Assessing participants and monitoring their progress

    •Session 13 and 14

    oCritically appraising and selecting assessment instruments

    oDue: Evidence-informed written assignment #3

    •Session 15

    oEmerging issues in evidence-informed public health practice

    oDue: Evidence-informed written assignment #4

  36. Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

  37. Policy on Make-up Work: COPH policy: http://publichealth.usf.edu/academicaffairs/academic_procedures.html

    Graduate:

    http://www.grad.usf.edu/inc/linked-files/USF_Grad_Catalog_2011-2012.pdf#page=39

    The University of South Florida has an account with an automated plagiarism detection service (Turnitin), which allows instructors and students to submit student assignments to be checked for plagiarism. I (the instructor) reserve the right to 1) request that assignments be submitted as electronic files and 2) submit students’ assignments to Turnitin, or 3) request students to submit their assignments to Turnitin through the course site. Assignments are compared automatically with a database of journal articles, web articles, the internet and previously submitted papers. The instructor receives a report showing exactly how a student’s paper was plagiarized.

    NOTE: An institution may not release a paper to a plagiarism detection software without the student’s prior consent unless all personally identifiable information has been removed, such as a student’s name, social security number, student number, etc.. Note that a paper/essay is considered an educational record and an institution may not ask a student to waive their rights under FERPA for the purpose of submitting papers to a plagiarism detection software.

    For more information about Plagiarism and Turnitin, visit:

    Plagiarism tutorial: http://davon.etg.usf.edu/share/plagiarism/story.html

    Turnitin: http://turnitin.com/en_us/training/student-training/submitting-a-paper

  38. Program This Course Supports: DrPH
  39. Course Concurrence Information: Anthropology, Medicine, Nursing, Physical Therapy


- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.