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Graduate Course Proposal Form Submission Detail - PHC7156
Tracking Number - 3127

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Current Status: Approved by SCNS - 2013-10-24
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 5/6/13 for DrPh Changes. Textbook info added. No conc. Needed. Cleared 7/21/13. GC Approved 7/21/13. Approved. Cleared Syst Concurrence 7/31/13. to SCNS 8/5/13. Apprvd eff 9/1/13. Nmbr 7612 apprd as 7156

Detail Information

  1. Date & Time Submitted: 2013-03-13
  2. Department: Community and Family Health
  3. College: PH
  4. Budget Account Number:
  5. Contact Person: Rita DeBate
  6. Phone: 8139746683
  7. Email:
  8. Prefix: PHC
  9. Number: 7156
  10. Full Title: Evidence-informed Public Health II
  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 II
  19. Course Online?: C - Face-to-face (0% online)
  20. Percentage Online: 0
  21. Grading Option: R - Regular
  22. Prerequisites: PHC 7611 or CI
  23. Corequisites: none
  24. Course Description: An overview of evidence-informed public health decision making including: assessment of scientific evidence; development and quantification of problem statement; prioritizing evidence-informed options; and, translating evidence to action.

  25. Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
  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 will be required to take the 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 practice
  29. Objectives: This course meets the following DrPH competencies:

    1. Apply theoretical and evidence-informed perspectives from multiple disciplines in the design and implementation of programs, policies, and systems

    2.Translate research-informed approaches to public health practice

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

    1.Describe the basic principles to evidence-informed decision making

    2.Describe basic community assessment principles

    3.Describe descriptive epidemiology and public health surveillance

    4.Develop a concise public health problem statement

    5.Analyze and summarize current evidence pertaining to the public health problem statement

    6.Prioritize and justify evidence-informed program and/or policy options

    7.Compare and contrast the costs and consequences of two or more alternative evidence-informed programs or interventions

    8.Develop an action plan for translating integrated evidence-informed programs and/or policies

    9.Develop an evaluation plan for the evidence-informed program to be translated to practice

    10.Present and defend evidence-informed translation plan for selected public health issue

  31. Major Topics: Session 1: Overview of the course; introduction to key concepts

    This session will provide an introduction to evidence-based decision making. It includes an overview of basic principles, the importance of evidence-informed public health, and applications in disease prevention and health promotion.

    • Reading: Chapter 1 in course text

    Sessions 2 and 3: Community Assessment

    This session includes an overview of the basic community assessment principles, sources of data, and steps in the process.

    • Reading: Chapters 2-4 in course text

    Session 4: Quantifying the public health Issue (with class demonstration)

    This session will provide a review of descriptive epidemiology, public health surveillance, and how to find and use data.

    • Reading: Chapter 6 in course text

    Session 5: Developing a concise statement of the public health issue

    This session will provide an brief overview of strategic planning along with a systematic approach to writing a public health problem statement.

    • Reading: Chapter 5 in course text

    Session 6: Evidence-informed public health: Exercise 1 Background and Significance

    Session 7: Searching and summarizing the scientific evidence (with class demonstration)

    This session will provide a review of systematic reviews and searching the scientific literature or other sources for evidence about the problem under consideration. It will include a demonstration of several key databases.

    • Reading: Chapter 7 in course text

    • Due: Exercise 1: Background and Significance

    Session 8: Developing & prioritizing evidence-informed public health program/policy options

    This session provides an overview of quantitative and qualitative techniques for setting priorities, including concepts of creativity and group decision making.

    • Reading: Chapter 8 in course text

    Session 8: Economic evaluation

    Analytic techniques are applied to identify, measure, value, and compare the costs and consequences of two or more alternative programs or interventions. This session also provides an overview of how to search for economic evaluations in the literature.

    • Reading: TBD

    Session 9: Evidence-informed public health: Exercise 2: Description and prioritization of public health evidence

    Session 10: Developing an action plan & implementing integrated prevention interventions

    This session will describe the principles of action planning, review several key steps in the process, and highlight the importance and development of logic models.

    • Reading: Chapter 9 in course text

    • Due: Exercise 2: Description and prioritization of public health evidence

    Session 11: Evidence-informed public health: Exercise 3: Action plan for translation of evidence-informed intervention

    Session 12: Evaluating the program or policy (Part 1 – Overview and Quantitative)

    This session provides an overview of program/policy evaluation, with a particular emphasis on practical issues that are likely to be encountered in the public health setting.

    • Reading: Chapter 10 in course text

    • Due: Exercise 2: Description and prioritization of public health evidence

    Session 13: Evaluating the program or policy (Part 2- Qualitative)

    This session provides an overview of program/policy evaluation, with a particular emphasis on practical issues that are likely to be encountered in the public health setting.

    Session 14: Evidence-informed public health: Exercise 4: A evaluation plan for translation of evidence-informed intervention

    Session 15: Emerging Issues in Evidence-based public heatlh

    • Reading: Chapter 11 in course text

    • Due: Exercise 4: A evaluation plan for translation of evidence-informed intervention

    • Due: Presentations

  32. Textbooks: Brownson RC, Baker EA, Leet TL, Gillespie KN, True WR. Evidence-based public health. Second edition, 2011, NY: Oxford Press.
  33. Course Readings, Online Resources, and Other Purchases: Readings from course textbook
  34. Student Expectations/Requirements and Grading Policy: Students will be assessed via the following:

    1.Class attendance and participation (150 pts; 25%)

    2.Written assignments (four @ 100 pts each for a total of 400 pts; 67%)

    3.Presentation (50 pts; 8%)

  35. Assignments, Exams and Tests: Students will be assessed via the following:

    1. Class attendance and participation (150 pts; 25%)

    2. Written assignments (four @ 100 pts each for a total of 400 pts; 67%)

    3. Presentation (50 pts; 8%)

    Class Attendance and Participation

    Students are expected to attend all class sessions and participate appropriately in discussions.

    Class participation consists of a) class attendance; b) evidence of class preparation via completing all reading assignments prior to class; c) exhibiting positive, supportive attitude toward course and fellow classmates; and, d) meaningful contributions to class discussions and class activities.

    Written Assignments:

    There will be four written assignments pertaining to selection and translation of evidence-informed public health. Each assignment will draw upon the material discussed in prior class sessions in which the assignment is made and will be designed to challenge students to critically evaluate and translate public health evidence to practice-based settings.


    At the last class session, students will present their evidence-informed public health program based on written assignments described above.

  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,

    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: (

    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: This course is graded on a straight letter-grade basis. An Incomplete can be considered only if requested in advance of the conclusion of the course and only for legitimate, documented emergencies. Failure to request and negotiate the terms of an Incomplete before the conclusion of the course will result in a denial, except in the most extraordinary circumstances

    Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at:

  38. Program This Course Supports: DrPH
  39. Course Concurrence Information: PhD in public health, PhD Anthropology

- if you have questions about any of these fields, please contact or