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Teaching Management and Communication in MCH Donna J. Petersen, MHS, ScD APHA Continuing Education November 7, 2004.

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Presentation on theme: "Teaching Management and Communication in MCH Donna J. Petersen, MHS, ScD APHA Continuing Education November 7, 2004."— Presentation transcript:

1 Teaching Management and Communication in MCH Donna J. Petersen, MHS, ScD APHA Continuing Education November 7, 2004

2 Teaching Management and Communication in MCH Overview of this Session Introduction: competency and practice context Nature and scope of material included Instructional approaches Linking to the practice community Engaging students Evaluating student performance

3 Introduction: The Competency and Practice Context

4 Introduction: Competency and Practice Context Practice Context for Management and Communication Competencies MCH programs are public health programs that exist within governmental structures MCH programs are population-based, prevention-oriented and system-focused MCH programs are both part of, and the leaders of, intricate systems designed to serve comprehensive needs of a large constituency

5 Introduction: Competency and Practice Context Practice Context for Management and Communication Competencies MCH programs must engage the public, the communities of interest, in order to be successful in the public policy arena MCH is highly political Needs assessment, program planning, resource allocation, monitoring, evaluation, and systems advocacy are all political activities

6 Introduction: Competency and Practice Context Practice Context for Management and Communication Competencies In sum, the management of these programs is a complicated and critical task, and Excellent communication within governmental structures and with the community at large is essential Teaching these competencies to emerging MCH professionals is extremely important

7 Introduction: Competency and Practice Context Competency Context for Management and Communication Increasingly, public health education at the graduate and professional development levels, is being driven by competencies It is not enough to describe what is being taught We must describe what has been learned through the demonstration of competence

8 Introduction: Competency and Practice Context In the classroom, this requires the creation of a learning community Students must have the opportunity to “try on” different approaches, to test new models, to practice new skills Ultimately, students must develop proficiency in the subject matter and the skill-set sufficient to demonstrate mastery of the competency area We must be able to assess whether they can “ride the bike”

9 The MCH Competencies: Management and Communication

10 Nature and Scope of Content Management and Communication 1. Organizational and management theories and practices and their administration 2. Application of inter-organizational theories 3. Purpose, rationale, activities and performance measures for major MCH programs 4. Appropriate use of networking, team building, small group processes, advocacy, negotiation, conflict resolution skills

11 Nature and Scope of Content 4. Knowledge of community organization and coalition-building techniques 5. Soliciting and maintaining consumer and constituency involvement 6. Quality improvement and management techniques 7. Develop, plan, staff, administer and evaluate integrated service systems in MCH

12 Nature and Scope of Content 8. Integrate population-based health promotion, disease prevention strategies in service systems 9. Monitor and evaluate systems for quality and effectiveness 10. Develop, justify, present a budget 11. Grant writing 12. Effective communication skills

13 Nature and Scope of Content 13. Professional development and continuing education 14. Apply management techniques to resolve conflicts 15. Maintain affiliations with boards, coalitions 16. Effective use of information technology 17. Strategies to assure integrated service systems for MCH populations

14 Example Let’s work through an MCH example Ideas?

15 Nature and Scope of Content A note... Management is NOT Leadership Management is about doing things right Efficient operations Organizational structures Supervisory relationships Human resources, employee development Union contracts Budgets Policies and procedures

16 Instructional Approaches

17 Instructional Approaches Management and Communication Individual Graduate Course In management or in communication Modules or components of other courses Web-based or web-enhanced modules Field-based instruction Field-based internships or practica Individual assignments in any of these Content integrated into other courses

18 Instructional Approaches: Management Group Projects or Individual Assignments Conduct an internal assessment of an agency Strengths, weaknesses Relate it to an external analysis, opportunities and threats Evaluate specific components of an agency e.g. personnel classifications and pay scales, performance systems, etc Analyze case studies and present findings Develop management-based case studies Interview managers

19 Instructional Approaches: Communication Group or Individual Assignments Write a press release Develop a Public Service Announcement Develop a comprehensive media plan Present to a community group Analyze case studies and present Develop communication-based case studies Conduct an assessment of intra-or inter-agency communication pathways Prepare legislative testimony

20 Linking to the Practice Community for Field-Based Instruction The previous classroom based assignments can be done in the abstract or in the real, involving real agencies and real managers and communication specialists Students can visit agencies or professionals to gather information Students can present to these agencies or groups

21 Linking to the Practice Community for Field-Based Instruction Faculty can also invite managers and/or communication specialists to guest lecture or to serve as co-instructors In the spirit of “competency training”, these professionals can stage realistic situations in which students can play roles A mock legislative hearing with real legislators A mock media interview with real media folks A mock community hearing with real advocates A mock budget hearing with real fiscal managers

22 Linking to the Practice Community for Field-Based Instruction Field-based instruction can also include Shadowing a manager for a day Analyzing a manager’s calendar Shadowing a media relations professional Attending public agency board meetings, coalition meetings, press conferences, etc Attending legislative or budget hearings Attending a staff meeting or training session

23 Linking to the Practice Community for Field-Based Instruction Internships and practica In management settings Defined tasks, e.g. financial management, contract management, strategic management of a project, resource allocation, interagency collaboration, etc With community-based non-profits In communication settings With PIO’s in government agencies With community-based organizations involved in education or advocacy

24 Linking to the Practice Community for Field-Based Instruction Finally, consider opportunities in the community through which students can try out new skills UAB’s “BodyLove” radio soap opera Weekly Radio Show “To Your Health” Cable network shows on Health Advocacy organizations Community boards Encourage them to develop their own activities utilizing these new skills Street theater Vaccine-trial participant recruitment

25 Engaging Students Obviously, any of these can engage students in the practice of management or communication and help them demonstrate their own level of competence Giving them the opportunity to interact with practicing professionals allows them to test their level of knowledge and comfort with the subject matter Giving them the opportunity to visit agencies allows them to visualize themselves in similar positions

26 Engaging Students Integrating content in other courses Many of these strategies can be utilized in other courses that do not have as their specified focus “management” or “communication” Public health core courses MCH core courses MCH courses on policy, advocacy, needs assessment, evaluation, even research methods

27 Engaging Students UAB’s Integrated Public Health Core Curriculum Prepare a press release on lead exposure Develop and deliver a presentation on breast cancer screening recommendations to different audiences Health care providers Insurers Women at high risk of developing breast cancer The general public

28 Engaging Students Semester-long strategic planning exercise A real US state – external analysis A fictitious agency – internal analysis Develop health objectives/strategic goals Re-organize the agency and its activities Budget-neutral

29 Engaging Students Web-enhanced instruction Many programs using programs like Blackboard or Web-CT to provide enhanced learning opportunities on-line Works well for case study analysis Can also provide guidance for field- instruction Can be a way to engage a manager in a time-limited threaded discussion

30 Evaluating Student Performance Evaluating competency can be difficult Need to assess acquisition of Knowledge Skills Abilities Need to further evaluate demonstration of competency in behavioral terms

31 Define Instructional Goal: Develop Competency-based course objectives Conduct Needs Assessment: Individual and Organizational analysis Design Training: Develop instructional strategy and course materials Deliver Training: Implement process used to advertise, register, and access training Develop Training Outcome Measures Use Research Methods to Evaluate Training Effectiveness Level IV: Results Did the training result in the valued training-related outcomes? If not, why not? Level III: Behavior Did the trainees improve their job performance? If not, why not? Level II: Learning Did the trainees improve their knowledge, skills, and abilities? If not, why not? Level I: Reactions Are the trainees satisfied? Is training relevant for their job? If not, why not? The South Central Center for Public Health Preparedness Training System CONTINUOUSLYIMPROVECONTINUOUSLYIMPROVE ENHANCEPREPAREDNESSENHANCEPREPAREDNESS

32 Evaluating Student Performance In creating a learning community, other students and faculty participate in student evaluations In a competency model, students can evaluate their own performance against their expectations In partnering with community practitioners, they can participate in evaluations of student performance

33 Teaching Competency in Management and Communication Mini-case study

34 Teaching Competency in Management and Communication Conclusions Management and communication are critical skills for MCH professionals Competency-based education in these areas should be part of MCH curricula Various ways to deliver the content Opportunities to demonstrate competency in these areas must be created We must all create “learning communities”

35 Thank you!


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