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Open Access Instruction Model Using Collaborative Tools That Promote Competence Attainment in a Health Professions Graduate Program

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This article is Open Access under the terms of the Creative Commons CC BY-NC-ND licence.

Competency-based education is widespread in graduate public health and health administration programs. The Council on Education in Public Health (CEPH) amended its criteria for accreditation with more of an emphasis on skills-based curricula as opposed to solely a knowledge-based curricula so graduates would be ready to join the workforce with the requisite knowledge and skills. The purpose of this article is to describe two tools that promote select CEPH competence attainment via collaborative online pedagogical approaches. Specifically, the assignments utilizing these tools were designed to: (1) curate and evaluate primary resources for a selected health issue; (2) develop questions based on the research and information presented; and (3) communicate discipline-specific research in a concise, professional manner to the general population. The foundational CEPH competencies these assignments addressed include: evidenced-based approaches to public health, planning and management to promote health, policy in public health, and communication. As today's health professions students come to our educational programs from diverse professional backgrounds with varying levels of expertise, understanding how research and practice inform each other and how this relationship affects their daily work is an essential element that can be transported from one position to the next over the course of a career.
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Document Type: Research Article

Publication date: August 1, 2020

More about this publication?
  • The Journal of Health Administration Education (JHAE) is a quarterly peer-reviewed journal which chronicles research, case studies, and essays by leading health administration educators and professionals.
    The Journal addresses key policy issues in health administration management nationally and internationally and is the foremost authoritative guide on the latest academic and professional developments in the field.
    As one of the only professional publications in the field, the Journal sets a standard in health administration education research.

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