Presentation on theme: "Demystifying the Oral Comprehensive Exam April 8, 2015."— Presentation transcript:
Demystifying the Oral Comprehensive Exam April 8, 2015
Context Offered Fall, Winter, Spring. Must be registered for 1cr at time of exam (“test prep” credit or a course) Exams must be complete by the 8 th week of the graduating term (date will be provided) You schedule the exam with your team; don’t wait! Exam provided Monday-Friday. You need a 3hr interval with Chair and the second two hours with the balance of the committee. You will reserve a small classroom; contact SCH If you are planning on a November exam, please note dates of APHA and AGA conferences. An soliciting exam takers for a given term will go out over the SCHgraduates listserv. You must respond to this to be assigned a team. Exam may be taken twice, a minimum of one term apart, generally with the same committee.
Format Three hours, total, including: 1 hour prep time with questions provided by Chair, to collect your thoughts 1.5 hours with committee .5 hour committee discussion and results 3-5 Competency-based questions, plus additional queries based on responses Panel of three SCH faculty, generally Chaired by your advisor. Teams determined by Track Coordinator
Where do these questions come from? Question bank developed by Health Promotion track faculty Span the breadth of HP competencies (on website, in handbooks, on syllabi – do review) The questions you are asked will represent that breadth Some questions have more components than others, hence the range of 3-5 The exam Chair selects the questions for your exam
The BIG Question: Can a team of three faculty determine that you are able to appropriately synthesize and apply the concepts and skills learned while in this program to a variety of real world scenarios?
Or…. Can we observe that you are thinking like a public health professional? DRAFT
Getting There Within Courses History and Evolution of Topics Context Concepts Skills & Applications Definitions Formulae Rationale Benefits & Liabilities Concerns & Approaches to Limit Them Etc. -- You learned it, please know it and how to use it Among Courses Appropriately bring concepts and skills together: outside of their class silos in a coherent plan of action for a specific population, problem, and context Be able to identify and assess the benefits and liabilities of varied approaches Determine what can be done to mitigate concerns, and understand what the implications are if you can’t …then determine the best course of action
In Other “Words”: Class A xxx Class B xxx Class C xxx Class D xxx
One Potential Study Model Health Problem/Disease Population Setting Problem Statement Theory Methods Design Measurement Evaluation Communication Policy Implications Other Implications Ethical Considerations Assuring Cultural Competence Benefits/Liabilities What else needs to be done to assure the best plan? Practice by changing one of the three top elements at a time, and “flip” all the subsequent variables accordingly.
Final tips Do be prepared to speak to a number of contexts; Don’t be completely wedded to one model or plan! Recognize that all skills and topics have bearing on one another, and be prepared to reason through those impacts. Do feel free to ask for clarification, explain your thinking as it evolves, and present coherent possibilities. Do practice giving your answers out loud: much of your professional life will be spent representing your ideas verbally, which is why we emphasize this skill in our program and in our exam. Speak with confidence! Do prepare with a study group and practice asking one another questions that synthesize and apply material from throughout the program.