Guidelines for MPH Programs in Canada
Appendix 3: Illustrative Examples of MPH-Type Programs in Canada
Examples of three existing MPH-type programs are provided here to show how the proposed criteria would apply. The guidelines indicate that a program would typically take 16 or more months to complete (if full-time study), and would include two semesters of coursework, a practicum semester, and an additional semester of flexible learning experiences. While these guidelines identify a minimum of 45 semester credits, many existing programs surpass this threshold.
University of Alberta - MPH Program with specialization in Health Policy and Management
- Required Courses:
- Introduction to Health Systems and Health Policy
- Fundamentals of Public Health
- Statistical Methods in Health Research or Biostatistics
- Introduction to Health Care Finance
- Introduction to Health Care Economics
- Management and Design of Health Care Organizations
- Epidemiology Methods 1
- Law Course (2 options)
- Project in Public Health Sciences
- Students develop and complete a project in public health sciences under the supervision of the appropriate faculty member over two terms.
- Field Practicum - 16 weeks
- Participate in:
- Student Seminar Series (weekly)
- Departmental Rounds (weekly)
- Duration - minimum 2 years (if full-time study)
University of Toronto - MHSc Program
- Required Courses:
- Term 1: - Introduction to Public Health - Epidemiology 1 - Biostatistics 1 - Canadian Health Care System - Introduction to Public Health Sciences - Public Health Research Skills - Elective course
- Term 2: - Epidemiology 2 - Biostatistics 2 - Scientific Overviews - Health Trends and Surveillance - Elective course
- Summer Practicum - 12-16 weeks (full-time)
- Year 2, Term 1 +/- 2:
- Seminar in Applied Epidemiology _ students present their practicum findings to the entire class.
- Elective course(s)
- Second practicum - optional
Université de Montréal - MSp (santé publique)
- Bloc A: Cours obligatoires - 23 crédits:
Fondements et éthique en santé publique
- Atelier de biostatistique
- Raisonnement scientifique/santé publique
- Sciences humaines/sociales en santé publique
- Planification et évaluation en santé
- Santé et environnement
- Introduction OU Concepts de base en biostatistique
- Concepts de base OU l'analyse épidémiologie
- Pratique de la santé publique
- Bloc B: Cours à option
- 16 crédits dont 3 crédits fortement recommandés en approches qualitatives
- Bloc C: Stage ou travail dirigé
- 15 crédits
Appendix 4: Sample Application Form for a New Practicum Proposed by a Public Health Organization
The following form is an example of the form used at the University of Toronto. (See reference document 5).
Proposed Student Practicum by Field Supervisor
|Name of supervisor: E-mail address: Phone number:|
|Ideal dates for commencing and ending:|
|Physical location of practicum project:|
|Availability of funds: (if yes, please specify range of what student may expect)|
|Practicum level (1 or 2)|
|Brief description of the proposed practicum|
Other comments: (add additional information as required).
Appendix 5: Questions to Assist Development of Learning Objectives and Deliverables
The following table is provided in a report by ASPH (see reference document 3) and is to be completed from the student's perspective. One row should be completed for each objective. The university-based practicum supervisor and field-based practicum supervisor can review the completed table and provide suggestions to the student, as well as identify particular activities/resources that they need to provide.
|Learning Objectives||Activities/ Methods||Resources||Short-Term Outcomes||Public Health|
|Through the practicum, I expect to accomplish the following changes in competency, skill, knowledge, or understanding:||To address my learning objectives, I will conduct the following activities:||To accomplish the activities, what do the student and the organization contribute to the experience?||I expect that once these activities are complete or under way, they will produce the following changes in 0-1 year:||I expect that if completed, these activities will lead to the following public health changes in the future:|
|[objective 1] Etc.|
|Practicum Objectives||Evaluation Indicators||Activities and Tasks||Products||Time line|
|What do you hope to achieve on your practicum?||How will you know you have met your objectives?||What activities will you do to meet your practicum objectives?||What will you produce?||By when?|
|1.0 e.g. Plan and conduct an assessment of tobacco prevention service needs among youth between 12 and 15 years of age in a “healthy school” in a rural community in B.C.||
A similar table appears in Simon Fraser University's practicum guidelines, with a greater emphasis on deliverables. (See reference document 6).
Appendix 6: Sample Practicum Learning Contract
For those readers interested in these forms, please download the PDF versions:
- Appendix 6: Sample Practicum Learning Contract (PDF document - 105 KB- 1 page) (HTML version)
- Appendix 7: Interim Evaluation Form (PDF document - 123 KB- 1 page) (HTML version)
- Appendix 8: Final Evaluation Form (PDF document - 158 KB- 3 pages) (HTML version)
Information on how to download PDF files.
Appendix 9: Options for Additional Material in Practicum Guidelines
Each program may consider including additional information in the practicum guidelines. Understandably, additions will reflect the local environment. Examples include:
- a summary of timelines and key steps for preparing for practica and key steps to be completed (e.g. learning contracts, interim evaluations, final evaluations);
- a student self-assessment survey to assist with identifying learning objectives and interests;
- a reflective journal to record meetings with field-based practicum supervisor, and to keep track of students' personal and professional learning experiences and reflections;
- guidelines/expectations for academic deliverables (e.g. final report);
- information to be provided to practicum supervisors on the following topics:
- negotiating a scope of work for the learning contract;
- managing the practicum;
- assessment of student needs;
- soliciting student feedback on practicum; and
- giving feedback to student.
- expectations for students regarding ethical and professional behaviour;
- sample affiliation agreement between the university and practicum hosting organizations; and
- a checklist for characteristics of practicum sites.
8 Available at www.phac-aspc.gc.ca/ccph-cesp/index-eng.html.
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