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Graduate Course Proposal Form Submission Detail - PHC6756

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Current Status: Approved by SCNS - 2016-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for MPH - Public Health. To GC. Approved. Ready for SCNS 4/21/16. Desc too long. Corrected on 6/15/16 resbumitted. CNS approved 6080 as 6756 eff 8/1/16. Co-req is PHC 6588


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5074 2014-09-28
     
    Department College Budget Account Number
    Public Health PH
     
    Contact Person Phone Email
    Rita DeBate 46683 rdebate@health.usf.edu

  2. Course Information

    Prefix Number Full Title
    PHC 6756 Population Assessment: Part 1

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    5 C - Class Lecture (Primarily) -
     
    Abbreviated Title (30 characters maximum)
    Population Assessment 1
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    None

    Corequisites

    PHC 6600 History & Systems of Public Health

    Course Description

    Fundamentals of population assessment in public health including concepts and skills in systems thinking, public health biology, health behavior, environmental health, health policy, global health, epidemiology, and biostatistics. Part 1 or 2.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for accreditation

    B. 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 incoming MPH students would be required to take the course

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 1 time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Experience in public health practice and teaching.


  4. Other Course Information

    A. Objectives

    1. Recognize biological, environmental, socio-economic, behavioral, cultural, political and other factors that impact human health, influence the global and societal burden of disease, and contribute to health disparities across the lifespan

    2. Describe Globalization and sustainable development and their relationship to population health

    3. Demonstrate principles of effective functioning within and across organizations and as members of interdisciplinary and inter-professional teams in addition to respectful engagement with people of different cultures and socioeconomic strata

    4. Describe Legal, ethical, economic, and regulatory dimensions of health care and public health policy, the roles, influences, and responsibilities of the different agencies and branches of government, and approaches to developing, evaluating, and advocating for public health policies

    5. Illustrate concepts, methods, and tools of public health data collection, analysis and interpretation, and the evidence-based reasoning and informatics approaches that are essential to public health practice

    6. Apply effective written and oral skills for communicating with different audiences in the context of professional public health activities.

    B. Learning Outcomes

    Module 1: Systems Thinking and Public Health

    • Examine a systems framework that integrates the life course and socio-ecological model for assessing and addressing public health issues

    • Identify and analyze determinants and feedback loops related to public health issues within and between levels of a systems framework

    • Interpret the role of biological, behavioral, environmental (built, physical, and social), community, policy, and global factors in the onset of public health issues and prevention efforts through a systems framework

    • Compare and contrast nominal, ordinal, interval and ratio scales

    • Examine a systems framework that integrates the life course and socio-ecological model for assessing and addressing public health issues

    • Demonstrate methods used to study the distribution and determinants of public health issues (e.g., incidence, prevalence, rates, etc.)

    • Compare and contrast nominal, ordinal, interval and ratio scales

    • Compare and contrast nominal, ordinal, interval and ratio scales.

    o Identify appropriate methods based on scale of measurement

    • Demonstrate specific descriptive techniques commonly used in public health research including: tables; graphs; statistical measures of central tendency, variability, relative position and distributional shape.

    • Examine how the public health information infrastructure is used to collect, process, maintain, and disseminate data.

    • Examine basic informatics techniques with vital statistics and public health records in the description of public health characteristics and in public health research and evaluation.

    • Examine how a summary article on a selected disease relates to the systems framework

    Module 2:Underwater Systems Level: Biology and Public Health

    • Interpret the role of biological, factors in the onset of public health issues and prevention efforts through a systems framework

    o Explain the biological and molecular basis of public health

    o Explain how biological agents affect human heath

    o Illustrate the risks and benefits of genomic innovations in relation to human health

    o Examine ethical, social and legal issues implied by public health biology

    • Review the direct and indirect human, ecological and safety effects of major environmental and occupational agents.

    • Explain the general mechanisms of toxicity in eliciting a toxic response

    • Analyze genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcome following exposure to environmental hazards

    • Identify control methods to minimize health hazards

    • Examine how biological system factors have influenced public health policy

    • Explain how genetics and genomics affect disease processes and public health policy and practice

    • Examine the basic skills of applied epidemiologic techniques in screening for disease control

    • Identify methods used to investigate an epidemic outbreak and techniques for disease surveillance

    • Compare and contrast nominal, ordinal, interval and ratio scales.

    o Identify appropriate methods based on scale of measurement

    • Demonstrate specific descriptive techniques commonly used in public health research including: tables; graphs; statistical measures of central tendency, variability, relative position and distributional shape.

    o Interpret measures of health status and measures of association: risk and odds ratios.

    • Identify preferred methodological alternatives to commonly used statistical methods when assumptions are not

    met.

    • Identify good public health research sources, produce systematic notes and tables, and synthesize research results without plagiarizing.

    Module 3: Individual Systems Level: Health Behavior and Motivation

    • Interpret the role of behavioral, psychosocial, and environmental factors in the onset of public health issues and prevention efforts through a systems framework

    • Indicate individual factors influencing public health issues and prevention strategies

    • Interpret how individual factors can alter human biology.

    • Apply basic theories, concepts and models from a range of social and behavioral disciplines that can be used to explain and predict individual system factors.

    • Examine how behavioral theories and methods are used to assess public health in terms of the factors that influence their development and alternative approaches to their resolution.

    • Analyze genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcome following exposure to environmental hazards.

    • Interpret responses to various environmental exposures

    o Examine principles associated with infectious and zoonotic agents

    o Examine the effects of foodborne, waterborne, and vector borne infections

    • Examine how Individual system factors have influenced public health policy and vice versa.

    • Explain how basic concepts of probability and random variation are related to descriptive and inferential methods utilized by biostatistics (and epidemiology).

    • Interpret the framework and concepts of hypothesis testing, including sampling distribution, type I and II errors, and statistical power.

    o Apply specific inferential techniques commonly used in public health research including: confidence intervals; Z-tests; t-tests; one sample tests for a proportion; McNemar's test; analysis of variance; multiple comparison procedures;

    o Apply methods to compute statistical power.

    o Pearson product-moment correlation; Chi square; simple linear regression;

    o Apply basic non-parametric methods when distribution based methods are not appropriate.

    • Identify good public health research sources, produce systematic notes and tables, and synthesize research results without plagiarizing.

    • Produce a literature review of a disease, utilizing a public health perspective on multiple systems levels, with references, citations, and adapted sources in APA style.

    Module 4: Micro System Level: Our Environment

    • Interpret the role of group, families, home, and social network factors in the onset of public health issues and prevention efforts through a systems framework

    • Indicate the impact of the social environment (e.g., social networks, social capital, social cohesion etc.) on public health

    • Apply basic theories, concepts and models from a range of social and behavioral disciplines that can be used to explain and predict Micro system factors.

    • Examine how environmental/community theories and methods are used to assess public health in terms of the factors that influence their development and alternative approaches to their resolution.

    • Review the direct and indirect human, ecological and safety effects of major environmental and occupational agents.

    • Interpret the role of group, families, home, and social network factors in the onset of public health issues and prevention efforts through a systems framework

    • Review the direct and indirect human, ecological and safety effects of major environmental and occupational agents.

    • Explain the general mechanisms of toxicity in eliciting a toxic response

    • Examine how micro systems have influenced public health policy and vice versa.

    o More than two independent samples continuous/cat/ordinal (Move to 4)

    o Experimental studies

    o Application: design, theory, statistics (move to 4)

    • Produce a literature review of a disease, utilizing a public health perspective on multiple systems levels, with references, citations, and adapted sources in APA style.

    C. Major Topics

    Module 1: Intro to the Systems Thinking:

    Module 2: Underwater Level: Biology and Public Health

    Module 3: Intrapersonal Systems Level: Health Behavior and Motivation

    Module 4: Micro Systems Level: Our Environment

    D. Textbooks

    Essentials of Public Health Series including: Biostatistics, Environmental Health, Health Policy, and Epidemiology

    Behavioral Theory in Health Promotion Practice and Research

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    1. Pre-class assessment: 25@ 5 pts each=125 pts

    2. In-class participation: 25@ 5 pts each=125 pts

    3. Post-class assessment: 15@ 20 pts each=300 pts

    4. Communication assessment: 15@ 10 pts each=150 pts

    5. Literature Review: 1@ 75 points

    6. Final Exam: 1@ 75 points

    7. Mid-course evaluation: 1@ 10 points

    8. Final course evaluation: 1 @ 10 points

    Total points: 870 pts

    G. Assignments, Exams and Tests

    1. Pre-class assessment: 25@ 5 pts each=125 pts

    2. In-class participation: 25@ 5 pts each=125 pts

    3. Post-class assessment: 15@ 20 pts each=300 pts

    4. Communication assessment: 15@ 10 pts each=150 pts

    5. Literature Review: 1@ 75 points

    6. Final Exam: 1@ 75 points

    7. Mid-course evaluation: 1@ 10 points

    8. Final course evaluation: 1 @ 10 points

    H. 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.

    I. Policy on Make-up Work

    Academic Dishonesty And Disruption Of Academic Process

    Students attending USF are awarded degrees in recognition of successful completion of coursework in their chosen fields of study. Each individual is expected to earn his/her degree on the basis of personal effort. Consequently, any form of cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and dishonesty. Disruption of the classroom or teaching environment is also unacceptable. This cannot be tolerated in the University community and will be punishable, according to the seriousness of the offense, in conformity with this rule.

    Plagiarism

    Plagiarism is defined as “literary theft” and consists of the unattributed quotation of the exact words of a published text, or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, web sites, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public at large, or the form, structure, or style of a secondary source must be attributed to its author by means of the appropriate citation procedure. Only widely known facts and first-hand thoughts and observations original to the student do not require citations. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one’s own segments or the total of another person’s work.

    J. Program This Course Supports

    MPH


  5. Course Concurrence Information



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