MPH Global Health Concentration

Competencies Toolkit

November 29, 2018

Available at:
https://s3.amazonaws.com/ASPPH_Media_Files/Docs/GH-competencies-Toolkit.pdf
Table of Contents
Background ......................................................................................................................................... 3
Target Population for this Toolkit ........................................................................................................ 3
Terms .................................................................................................................................................. 3
Global Health is Public Health .............................................................................................................. 5
Global Health Competencies ................................................................................................................ 5
Competencies for an MPH Global Health Concentration .................................................................... 10
The ASPPH Master of Public Health’s Global Health Concentration Competencies ............................. 10
Developing Sub-Competencies and Learning Objectives .................................................................... 12
From Learning Objectives to Coursework ........................................................................................... 18
Sample Curriculum Content ............................................................................................................... 19
Sample Resources by Competency ..................................................................................................... 21
References ........................................................................................................................................ 26
Appendix ........................................................................................................................................... 29
D1 MPH Foundation Knowledge ................................................................................................................. 29
D2 MPH Foundation Competencies ............................................................................................................ 33

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Background
The Association of Schools and Programs of Public Health (ASPPH), through its Global Health
Committee, undertook an evidence-based research and consensus process that produced
Global Health Concentration Competencies for the Master of Public Health (MPH) Degree in
2018. It is important to note that these competencies are built upon the foundation of both
CEPH requirements for foundational knowledge (D1) and foundational competencies (D2) for
the MPH degree (here). ASPPH created this toolkit to assist faculty in incorporating the global
health competencies into curricula.

Target Population for this Toolkit

Primary Target Population: Faculty and staff in Council on Education for Public Health (CEPH)-
accredited institutions who are involved in teaching and/or planning curricula for Master of
Public Health (MPH) students concentrating in global health.

Other Potential Users: Faculty and staff in institutions that are not accredited nor seeking
accreditation by CEPH that offer master’s-level global health programs may benefit from the
terms, ASPPH competencies and sample sub-competencies, and illustrative learning
objectives depicted in this toolkit.

Terms
A competency model offers a framework that faculty can use to guide instruction and
assessment, as well as communicate the scope of the targeted teaching and learning, and
that students can use to demonstrate their knowledge, skills, and attitudes.

A domain is a group of competencies clustered around an organizing principle (ASPPH, 2009).

In a competency model, there are often multiple domains that organize sets of competencies.
For example, within a public health competency model, one may expect to find
communications and policy domains, among others.

A competency is the effective application of knowledge, psychomotor skills, and/or attitudes,

grounded in theory and evidence, required for successful practice in each situation or setting.
A competency includes the following components:

Action verb (measurable) Content Context, when necessary

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For example, one global health concentration competency is: Design (action verb) sustainable
workforce development strategies (content) for resource-limited settings (context).

Sub-competencies are required behaviors that must precede a given competency and/or
combine with other behaviors to demonstrate a competency.

For example, before one can become competent in designing sustainable workforce
development strategies for resource-limited settings, one must be able to:

1. Synthesize the factors that contribute to the health care workforce crisis in resource-
limited settings
2. Propose strategies to address the challenges related to intervening in resource-
limited settings.

A learning objective specifies the aim of a lesson, course, or curriculum (the content
covered in a course of study). A learning objective reveals the knowledge and skills required
to fulfill a given sub-competency.

For example, with respect to the first sub-competency mentioned above (Synthesize the
factors that contribute to the health care workforce crisis in resource-limited settings) that is
nested within the sample global health concentration competency (Design sustainable
workforce development strategies for resource-limited settings), five learning objectives
could include:
1. Synthesize general trends and influences in the global availability and movement of
health care workers
2. Validate the need for trained public health professionals in resource-limited settings
3. Propose the optimal economic, social, political, and academic conditions that can
produce a strong health workforce
4. Appraise the facilitating factors that contribute to strengthening the local public
health workforce in a resource-limited setting
5. Construct strategies for establishing the permanency of the health care workforce in
Indigenous communities

To assist in determining sub-competencies and learning objectives appropriate to each

program’s unique desired learning outcomes for students in specific global health tracks,
faculty may benefit from an online tool, Learning Taxonomy Levels for Developing
Competencies & Learning Outcomes (for the Cognitive and Affective Domains) Reference
Guide (ASPPH, 2018). This resource serves as a guide for faculty to align the taxonomy levels
of the competencies’, sub-competencies’, and learning objectives’ action verbs in two
domains – cognitive and affective.

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In both domains, instructional strategies are suggested for each corresponding taxonomy
level, ranging in the cognitive domain from providing lectures (Level 1: Remember) to
developing plans or delivering testimony (Level 5: Create). In the affective domain, an
instructional strategy may consist of offering an asynchronous online forum (Level 1: Receive)
to assigning a role play (Level 5: Characterize by Value) Additionally, evaluation methods
such as pre-/post- tests, simulation performances, and reflection papers are recommended
for each taxonomy level.

Global Health is Public Health

As Fried et al. stated in 2010: “Global health and public health are indistinguishable. Both
view health in terms of physical, mental, and social wellbeing, rather than merely the absence
of disease. Both emphasise population-level policies, as well as individual approaches to
health promotion. And both address the root causes of ill-health through a broad array of
scientific, social, cultural, and economic strategies.” (Fried et al., 2010). In support of this
approach, the ASPPH global health concentration competencies for the MPH degree include
the following assumptions:

• Public health focuses on the health of populations, and global health is public
health for the world
• The health and well-being of individuals across the globe affect the health, safety,
and economic security of all nations
• Global health is a universal public good that crosses disciplines, sectors, borders,
and settings.

Global Health Competencies

Schools and programs of public health are well-positioned to prepare students interested in
global health for their future careers. Many global health competency models, both within
ASPPH-member schools and programs and created by individual faculty or offered by
national organizations offer frameworks that educators can use to guide instruction and that
students can use to demonstrate their knowledge, skills, and attitudes (Jogerst et al., 2015;
Hagopian et al., 2008; Cole et al., 2011; Brown 2014; Arthur, Battat & Brewer, 2011; Howard et
al., 2011) including the Association of Schools and Programs of Public Health’s (ASPPH)
Global Health Competency Model Version 1.1, the first standardized global health
competency model for master-level public health students that was released in 2011 (ASPPH,
2011).

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To standardize critical competencies that Master of Public Health (MPH) students need to
gain prior to graduation, CEPH published their 2016 Accreditation Criteria for schools of
public health and public health programs (CEPH, 2016). These criteria suggest that MPH
students must be grounded in foundational public health knowledge and able to
demonstrate foundational competencies (Table 1).

Table 1: CEPH 2016 Accreditation Criteria for Foundational Knowledge and Foundational
Competencies for the MPH

CEPH’s D1. MPH Foundational Public Health Knowledge specifies two domains
(“Profession and Science of Public Health” and “Factors Related to Human Health”) and
12 foundational knowledge areas.

Profession & Science of Public Health

1. Explain public health history, philosophy and values
2. Identify the core functions of public health and the 10 Essential Services*
3. Explain the role of quantitative and qualitative methods and sciences in describing
and assessing a population’s health
4. List major causes and trends of morbidity and mortality in the US or other
community relevant to the school or program
5. Discuss the science of primary, secondary and tertiary prevention in population
health, including health promotion, screening, etc.
6. Explain the critical importance of evidence in advancing public health knowledge

Factors Related to Human Health

7. Explain effects of environmental factors on a population’s health
8. Explain biological and genetic factors that affect a population’s health
9. Explain behavioral and psychological factors that affect a population’s health
10. Explain the social, political and economic determinants of health and how they
contribute to population health and health inequities
11. Explain how globalization affects global burdens of disease
12. Explain an ecological perspective on the connections among human health, animal
health and ecosystem health (eg, One Health)

*Institutions outside the US may replace the 10 Essential Services with content
appropriate to the nation/region.

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CEPH’s D2. MPH Foundational Competencies mandates eight domains and 22
foundational competencies.

Evidence-based Approaches to Public Health

1. Apply epidemiological methods to the breadth of settings and situations in public
health practice
2. Select quantitative and qualitative data collection methods appropriate for a given
public health context
3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-
based programming and software, as appropriate
4. Interpret results of data analysis for public health research, policy or practice

Public Health & Health Care Systems

5. Compare the organization, structure and function of health care, public health and
regulatory systems across national and international settings
6. Discuss the means by which structural bias, social inequities and racism undermine
health and create challenges to achieving health equity at organizational,
community and societal levels

Planning & Management to Promote Health

7. Assess population needs, assets and capacities that affect communities’ health
8. Apply awareness of cultural values and practices to the design or implementation of
public health policies or programs
9. Design a population-based policy, program, project or intervention
10. Explain basic principles and tools of budget and resource management
11. Select methods to evaluate public health programs

Policy in Public Health

12. Discuss multiple dimensions of the policy-making process, including the roles of
ethics and evidence
13. Propose strategies to identify stakeholders and build coalitions and partnerships for
influencing public health outcomes
14. Advocate for political, social or economic policies and programs that will improve
health in diverse populations
15. Evaluate policies for their impact on public health and health equity

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 Leadership
16. Apply principles of leadership, governance and management, which include creating
a vision, empowering others, fostering collaboration and guiding decision making
17. Apply negotiation and mediation skills to address organizational or community
challenges

Communication
18. Select communication strategies for different audiences and sectors
19. Communicate audience-appropriate public health content, both in writing and
through oral presentation
20. Describe the importance of cultural competence in communicating public health
content

Interprofessional Practice
21. Perform effectively on interprofessional teams

Systems Thinking
22. Apply systems thinking tools to a public health issue

CEPH’s knowledge and competency requirements for the MPH are also available (here).

As ASPPH’s Global Health Competency Model Version 1.1 was created in 2011, prior to the
publication of CEPH’s 2016 Accreditation Criteria, it is not reflective of CEPH’s current
requirements for MPH students seeking a global health concentration from a CEPH-
accredited school or program of public health. As a result, the 2011 model is no longer
applicable to CEPH-accredited schools and programs of public health. The major reason for
the Global Health Competency Model Version 1.1 becoming obsolete is that it used the 2009
ASPPH-produced MPH Competencies as its base, whereas the 2018 ASPPH Master of Public
Health’s Global Health Concentration Competencies were built on top of CEPH’s 2016
accreditation criteria. See Table 2 for a comparison of the two competency models.

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Table 2: Comparison of Two ASPPH Global Health Competency Models

Old Model New Model

ASPPH's Master of Public Health's
ASPPH’s Global Health
Name Global Health Concentration
Competency Model Version 1.1
Competencies
When Released 2011 2018
To promote population health, safety, and well-being at local and global
Goal
levels by enhancing the global health competence of students
Master's level students
Target specializing in global health Master of Public Health (MPH)
Audience (could include MPH, MS, MSPH, students specializing in global health
etc.)
Competency
Seven domains, 38 competencies Six concentration competencies
Structure
2016 CEPH-produced accreditation
Built on Top of
2009 ASPPH-produced MPH criteria (foundational knowledge,
What
Competencies foundational competencies for the
Foundation
MPH)
Supporting Toolkit and mechanisms (e.g.
None
Materials webinar) to advance the new model

Although the utility of the ASPPH’s Global Health Competency Model Version 1.1 may now be
inadequate for public health schools and programs, it may still be used as a framework for
other master’s-level students in global health programs and/or for institutions that are not
accredited nor seeking accreditation by CEPH.

When CEPH released the 2016 Accreditation Criteria, many of the previously developed global
health competencies and competency models, including ASPPH’s Global Health Competency
Model Version 1.1, arguably became sub-competencies to CEPH’s Foundational Knowledge
and Foundational Competencies. An attempt to organize these global health competencies
under the CEPH Foundational Knowledge and Foundational Competencies can be found in
the Appendix to this toolkit. This resource can assist public health faculty in integrating
competency-based global health-specific content within core or elective Master of Public
Health classes.

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Competencies for an MPH Global Health
Concentration
According to CEPH’s 2016 Accreditation Criteria, in addition to the Foundational Knowledge
and Foundational Competencies, the MPH student can be expected to demonstrate
competence in an MPH concentration. For each concentration, CEPH requires assurance that
the MPH student demonstrates at least five competencies that are distinct from the
foundational knowledge and competencies. The school or program is at liberty to select
concentration competencies that relate to the school or program’s mission and/or to their
area(s) of concentration for review by CEPH.

To assist faculty in identifying global health concentration competencies that are distinct
from CEPH’s foundational knowledge and foundational competencies, ASPPH surveyed and
interviewed global health experts, examined additional global health competencies, and
vetted a draft competency product with global health experts.

On July 26, 2018, ASPPH published the final product of this effort, the Global Health
Concentration Competencies for the Master of Public Health (MPH) Degree. This companion
toolkit is designed for faculty to assist in operationalizing the concentration competencies.
The ASPPH competencies, sub-competencies, and learning objectives in this toolkit are for
voluntary use. Schools/programs may adopt none to all of the competencies in their current
condition, and any of the competencies may be adapted to better address schools’ and
programs’ needs.

The ASPPH Master of Public Health’s Global Health

Concentration Competencies
The global health competencies developed are instructional (not workplace) competencies.
Accordingly, these competencies serve as a framework for global health learning experiences
and are meant to be acquired through structured learning activities in an academic setting.
The academic setting is not restricted to a traditional classroom, as online learning is
included as well as field or practice-based experiences that may be undertaken as part of
fulfilling learning requirements for the concentration.

To reiterate, the target audience for the ASPPH Master of Public Health’s Global Health
Concentration Competencies is MPH students concentrating in global health upon
graduation from a Council on Education for Public Health (CEPH)-accredited school or
program of public health. They build upon CEPH’s MPH Foundational Public Health

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Knowledge and Foundational Competencies and are six in number, as follows:

1. Analyze the roles, relationships, and resources of the entities influencing global health
2. Apply ethical approaches in global health research and practice
3. Apply monitoring and evaluation techniques to global health programs, policies, and
outcomes
4. Propose sustainable and evidence-based multi-sectoral interventions, considering the
social determinants of health specific to the local area
5. Design sustainable workforce development strategies for resource-limited settings
6. Display critical self-reflection, cultural humility, and ongoing learning in global health

Target audience
for the ASPPH Master of
Public Health’s
Global Health
Concentration
Competencies

MPH students
concentrating in global
health
upon graduation from a
Council on Education for
Public Health (CEPH)-
accredited school or
program of public health

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Developing Sub-Competencies and Learning
Objectives
When developing competencies, sub-competencies, and learning objectives, faculty are
encouraged to remain mindful of the mastery level sought. Bloom’s Taxonomy, or a revision
(Anderson et al., 2011), is often used as a tool to develop competencies, sub-competencies,
and learning objectives. It is difficult to overemphasize the importance of the verb selected as
the verb directs the level of mastery expected of the student, whether cognitive or affective.
See ASPPH’s helpful reference guide Learning Taxonomy Levels for Developing Competencies
& Learning Outcomes (for the Cognitive and Affective Domains) Reference Guide. You may
note that ASPPH’s reference guide omits the psychomotor domain of learning experience and
behaviors as public health teaching and learning relies far less on psychomotor skills than
fellow schools and programs in the clinical health professions.

In translating competencies into teaching and learning strategies, a basic approach is to

check that the behavior sought for the student to demonstrate, upon completion of the
educational experience, fits the competency. For example, a competency focused on
“analysis,” such as “Analyze the roles, relationships…” (Level 4 of Bloom’s Taxonomy) must
not require students to demonstrate mastery at the level of evaluation (Level 5 of Bloom’s
Taxonomy). Similarly, the operationalization of an analysis (Level 4 of Bloom’s Taxonomy)-
focused learning objective must surpass and otherwise subsume the recall of facts (Level 1 of
Bloom’s Taxonomy).

The table below illustrates a sample of how learning objectives could be used to fulfill each of
the six ASPPH global health concentration competencies and proposed sample sub-
competencies. As with the concentration competencies, schools/programs may adapt and/or
adopt the sub-competencies and learning objectives to fit their unique academic aims and
the specific outcomes desired for their students.

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ASPPH Global Health
Concentration
Competencies for the Sample Sub-
MPH Competencies Sample Learning Objectives
1. Analyze the roles, Analyze the roles and Identify the major global funders
relationships, and resources of the entities influencing global health
resources of the influencing global health Classify the function of entities
entities influencing influencing global health
global health Examine the impact of entities
(Associations of influencing global health
Schools of Public Identify major public health efforts to
Health, 2011; Jogerst reduce disparities in global health
et al., 2015)* (such as Millennium Development
Goals and Global Fund to Fight AIDS,
TB, and Malaria) (Jogerst et al., 2015)*
Analyze relationships Describe the interactions among
among entities that political and economic history, power,
impact global health participation, and engagement
globally (Cole et al., 2011)*
Analyze the interrelationship of
foreign policy and health diplomacy
(Associations of Schools of Public
Health, 2011)*
Analyze the impact of transnational
movements on population health
(Associations of Schools of Public
Health, 2011)
Examine the role of transnational
networks and global institutions in the
adoption and enforcement of
international laws, conventions,
agreements, and standards that affect
health and safety (e.g. trade, labor,
food supply, the environment,
pharmaceuticals, international aid,
human rights, and conflict) (Hagopian
et al., 2008)*
Explain how the global economy
impacts public health in different
countries and different regions within
countries

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 Appraise how internal political and
cultural conflicts shape communities’
public health problems
2. Apply ethical Apply ethical approaches Discuss the fundamental principles of
approaches in global in global health research international standards for the
health research and (Akbar et al., 2005)* protection of human subjects
practice in diverse cultural settings
(Associations of Schools of Public
Health, 2011)*
Apply reliable, valid, and ethically
sound research to identify innovative
solutions for international health
problems (Hagopian et al., 2008)
Demonstrate leadership in serving as a
bridge between the global health
research and practice settings (Yale,
2018)*

Apply ethical approaches Identify broad ethical issues as they

in global health practice relate to equity globally (Jackson &
(Associations of Schools Cole, 2013)*
of Public Health, 2011)* Apply ethical approaches appropriate
for specific international, country, or
local projects (Jackson & Cole, 2013)*
Employ strategies to resolve common
ethical issues and challenges that arise
when working within diverse
economic, political, and cultural
contexts (Jogerst et al., 2015)*
Identify the mechanisms used to hold
international organizations
accountable for public health practice
standards (Associations of Schools of
Public Health, 2011)*
Demonstrate leadership in serving as a
bridge between the global health
research and practice settings (Yale,
2018)*

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3. Apply monitoring Apply formative Arrange strategies to overcome the
and evaluation monitoring and unique challenges of conducting
techniques to global evaluation techniques to evaluation of global health programs,
health programs, global health programs, policies, and outcomes
policies, and outcomes policies, and outcomes Describe participatory strategies in
(UNC Gillings School of setting priorities, assessing,
Global Public Health, developing, implementing,
n.d)* monitoring, and evaluating at all
stages
Use monitoring and evaluation project
data to inform evidence-based
decision-making in the development
of new programs and continuous
quality improvement efforts (Boston
University School of Public Health,
n.d)*
Apply summative Apply analytic methods to evaluate
monitoring and the costs of programs, policies, and
evaluation techniques to outcomes (Boston University School of
global health programs, Public Health, n.d)*
policies, and outcomes Apply analytic methods to evaluate
programs and policies in relation to
their quality, utility, and impact on
global public health (Association of
Schools of Public Health, 2006)*
4. Propose sustainable Propose sustainable, Translate research findings into
and evidence-based evidence-based evidence-based interventions that
multi-sectoral interventions to meet solve public health problems in
interventions, internationally specific settings
considering the social established health targets Prioritize successful aspects of
determinants of health (ASPPH, 2011)* interventions for consideration in
specific to the local scaling up efforts/outreach (ASPPH,
area 2011)*
Propose methods that are designed to
ensure program sustainability
IMPORTANT NOTE :Program
sustainability must be directed toward
the benefit of the local community and
considering evidence-based findings
and not to advance interests of funders
or other external parties

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 (Associations of Schools of Public
Health, 2011; Jogerst et al., 2015; UNC
Gillings School of Global Public Health,
n.d)*
Propose interventions Illustrate how social determinants of
that consider the unique health are incorporated into
social determinants of interventions
health specific to the local Structure interventions to consider a
area “health in all policies” approach for
solving a local public health problem
Develop strategies to reduce the
greatest health inequities in the local
area
Develop the elements Describe strategies to create space for
necessary for multi- stakeholders, especially historically
sectoral interventions to marginalized populations (Cole et al.,
ensure reciprocal, 2011)*
productive, and Promote state-of-the-art and localized
supportive relationships practices for partnering with
Indigenous populations
5. Design sustainable Synthesize the factors Present general trends and influences
workforce that contribute to the in the global availability and
development health care workforce movement of health care workers
strategies for resource- crisis in resource-limited (Jogerst et al., 2015)*
limited settings settings (Jogerst et al., Analyze the gaps and related
2015)* requirements for training public health
professionals in resource-limited
settings
Propose the optimal economic, social,
political, and academic conditions
that can produce a strong health
workforce (Hagopian et al., 2008)*
Appraise the facilitating factors that
contribute to strengthening the local
public health workforce in a resource-
limited setting
Construct strategies for establishing
the permanency of the health care
workforce in Indigenous communities
Propose strategies to Critique barriers to recruitment,
address the challenges training, and retention of competent

16
 related to intervening in human resources in low to middle-
resource-limited settings income countries (Hagopian et al.,
(Yale School of Public 2008)*
Health, n.d.)* Generate interventions that build on
the assets available in resource-
limited settings
6. Display critical self- Demonstrate critical self- Employ self-reflection to evaluate
reflection, cultural reflection through the beliefs, values, feelings, and implicit
humility, and ongoing integration of academic assumptions that are used in
learning in global learning with “real-world” identifying and solving a problem
health experiences (Bruno & (Mezirow, 1991)*
Dell'Aversana, 2018)* Practice self-reflection to evaluate
one’s own social location prior to
responding to others in their diverse
locations (Cole et al., 2011)*
Use self-reflection to evaluate the
impact of one’s practice (Expert Panel
on Cultural Competence Education for
Students in Medicine and Public
Health, 2012)*
Display cultural humility Promote the practice of considering
(ASPPH Interviewee)* perspectives of other professionals
and persons from other cultures or
contexts
Uphold integrity, regard, and respect
for others in all aspects of professional
practice (Jogerst et al., 2015)*
Display ongoing learning Incorporate new developments in
in global health (Cole et public health and planetary health
al., 2011)* into ongoing global health practice
Exemplify self-guided, ongoing
learning in relation to global health
policies, focus regions and/or
countries, and topical areas of interest
(Brown, 2014)*
Develop strategies to communicate
with those who do not speak your
language (Expert Panel on Cultural
Competence Education for Students in
Medicine and Public Health, 2012)*
* indicates the original content has been modified from the source

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From Learning Objectives to Coursework
Faculty select various approaches in creating coursework to operationalize learning
objectives and to assure their students can demonstrate the desired behaviors or
competencies. Regardless of the approach used by faculty toward this end, their goals are
consistent, to:

1. Introduce students to current, objective-relevant resources. This step may require

faculty to provide resources or for students to locate them. Materials must be current
and from reputable sources. Consider journal articles, videos, websites, book
chapters, guest speakers, and more.
2. Ensure students demonstrate that each component of the objective has been met.
Exposure to the specified content is insufficient to assume proficiency of a
competency. One or more deliverables must accompany the course curriculum that
is specific to a given objective. Deliverables may vary (e.g. essays, literature reviews,
oral presentations, slide decks, discussion board posts, worksheets, and
infographics).
3. Measure (grade) students using an objective, consistent structure. Measurement of
learning objectives and competency attainment can occur through various
assessments within the progression of a course or a degree program. Ultimately, the
faculty must develop a rubric to determine – and help the student to determine –
whether the learning objective has indeed been met. The use of consistent grading
criteria establishes clear benchmarks for meeting objective components.

18
Sample Curriculum Content
This sample curriculum framework and related content illustrate the potential use of the
concentration competencies, sub-competencies, and learning objectives.

Competency: Analyze the roles, relationships, and resources of the entities influencing
global health
Sub-competency: Analyze the roles and resources of the entities influencing global health
Learning objective: Examine the function of entities influencing global health

Instructional strategies for faculty members could include some of the following options:

1. Viewing the following video: https://www.coursera.org/lecture/global-health/who-are-

the-key-actors-in-global-health-part-2-xei0z (Boyd, 2018)
2. Reading the following papers:
a. CDC Global Health Strategy.
https://www.cdc.gov/globalhealth/strategy/pdf/cdc-globalhealthstrategy.pdf
(CDC, n.d.)
b. McCoy, D., Chand, S., & Sridhar, D. (2009). Global health funding: How much,
where it comes from and where it goes. Health policy and planning, 24(6), 407-
417.
c. Salve, S., Harris, K., Sheikh, K., & Porter, J. D. (2018). Understanding the complex
relationships among actors involved in the implementation of public-private
mix (PPM) for TB control in India, using social theory. International journal for
equity in health, 17(1), 73.
d. Frenk, J., Gómez-Dantés, O., & Moon, S. (2014). From sovereignty to solidarity: a
renewed concept of global health for an era of complex interdependence. The
Lancet, 383(9911), 94-97.
3. Conducting an exercise in class with students receiving notecards about the primary
function and funding sources of each global health entity and assigned to represent
each entity in a round-robin format.

Additional instructional strategies to facilitate students in analyzing could include: case

studies, critical incidents, essays, interviews, panel discussions, mapping, audio/visuals,
multi-media activities, computer-based tutorials, root cause analysis, needs and assets
assessments, and asynchronous online forums.

19
Evaluation/Assessment of the learning objective could be conducted through a pre-
defined rubric that the instructor would apply to the students’ pre-defined deliverable.
For instance, after (1) watching the video, (2) reading the listed papers, and/or (3)
participating in the round-robin exercise, students could write a paper outlining each
entity’s primary function and funding sources, comparing, contrasting, and critiquing
each global health entity including, but not limited to:

• WHO
• UN
• CDC
• UNICEF
• World Bank
• Global Fund
• Gates Foundation
• UNAIDS

Additional assessments may include: pre-/post-tests, standardized assessments,

presentations, essays, case studies, simulation performance, actual performance,
interviews, portfolios, debates, blogs, theses, self-reports, reflection papers, self-
evaluations, peer evaluations, and more.

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Sample Resources by Competency
1. Analyze the roles, relationships, and resources of the entities influencing global
health

• 2030 Agenda for Sustainable Development:

https://sustainabledevelopment.un.org/post2015/transformingourworld
• Dhillon, R. S., & Karan, A. (2018). The Blind Men and the Elephant—Aligning Efforts
in Global Health. New England Journal of Medicine, 378(15), 1374-1375.
• Frenk, J., Gómez-Dantés, O., & Moon, S. (2014). From sovereignty to solidarity: a
renewed concept of global health for an era of complex interdependence. The
Lancet, 383(9911), 94-97.
• The Global Fund: https://www.theglobalfund.org/en/
• McCoy, D., Chand, S., & Sridhar, D. (2009). Global health funding: how much, where
it comes from and where it goes. Health policy and planning, 24(6), 407-417.
• The Millennium Project: http://www.un.org/millenniumgoals/bkgd.shtml
• Moss, K. (2014). NGO Engagement in U.S. Global Health Efforts: U.S. Based NGOs
Receiving USG Support Through USAID, (The Henry J. Kaiser Family Foundation,
December 2014).
• National Academies of Sciences, Engineering, and Medicine; Health and Medicine
Division; Board on Global Health; Committee on Global Health and the Future of the
United States. Global Health and the Future Role of the United States. Washington
(DC): National Academies Press (US); 2017 May 15. Available from:
https://www.ncbi.nlm.nih.gov/books/NBK458474/ doi: 10.17226/24737
• Salve, S., Harris, K., Sheikh, K., & Porter, J. D. (2018). Understanding the complex
relationships among actors involved in the implementation of public-private mix
(PPM) for TB control in India, using social theory. International journal for equity in
health, 17(1), 73.
• Szlezák, N. A., Bloom, B. R., Jamison, D. T., Keusch, G. T., Michaud, C. M., Moon, S., &
Clark, W. C. (2010). The global health system: actors, norms, and expectations in
transition. PLoS Medicine, 7(1), e1000183.

21
2. Apply ethical approaches in global health research and practice

• Arya, A. N., & Evert, J. (Eds.). (2017). Global Health Experiential Education: From
Theory to Practice. Routledge.
• Brown, P. J., & Closser, S. (Eds.). (2019). Foundations of Global Health: An
Interdisciplinary Reader. Oxford University Press.
• Crump, J. A., Sugarman, J., & Working Group on Ethics Guidelines for Global Health
Training (WEIGHT. (2010). Ethics and best practice guidelines for training
experiences in global health. The American Journal of Tropical Medicine and
Hygiene, 83(6), 1178-1182.
• Emanuel, E. J., Wendler, D., Killen, J., & Grady, C. (2004). What makes clinical
research in developing countries ethical? The benchmarks of ethical research. The
Journal of infectious diseases, 189(5), 930-937.
• Holland, T. & Holland, A. (2011). First, Do No Harm: A Qualitative Research
Documentary [Video File] Retrieved from https://vimeo.com/22008886
• Hunt, M. R., & Godard, B. (2013). Beyond procedural ethics: foregrounding questions
of justice in global health research ethics training for students. Global public
health, 8(6), 713-724.
• Melby, M. K., Loh, L. C., Evert, J., Prater, C., Lin, H., & Khan, O. A. (2016). Beyond
medical “missions” to impact-driven short-term experiences in global health
(STEGHs): ethical principles to optimize community benefit and learner
experience. Academic Medicine, 91(5), 633-638.
• Murphy, J., Hatfield, J., Afsana, K., & Neufeld, V. (2015). Making a commitment to
ethics in global health research partnerships: a practical tool to support ethical
practice. Journal of bioethical inquiry, 12(1), 137-146.
• Pinto, A. D., & Upshur, R. E. (2013). An introduction to global health ethics.
Routledge.
• Pratt, B., & Hyder, A. A. (2015). Global justice and health systems research in low‐
and middle‐income countries. The Journal of Law, Medicine & Ethics, 43(1), 143-
161.
• Smith, E., Hunt, M., & Master, Z. (2014). Authorship ethics in global health research
partnerships between researchers from low or middle income countries and high
income countries. BMC medical ethics, 15(1), 42.
• Stone, G. S., & Olson, K. R. (2016). The ethics of medical volunteerism. Medical
Clinics, 100(2), 237-246.
• World Medical Association. (2013). World Medical Association Declaration of
Helsinki: ethical principles for medical research involving human
subjects. Jama, 310(20), 2191.

22
3. Apply monitoring and evaluation techniques to global health programs, policies,
and outcomes

• Hassenforder, E., Ducrot, R., Ferrand, N., Barreteau, O., Daniell, K. A., & Pittock, J.
(2016). Four challenges in selecting and implementing methods to monitor and
evaluate participatory processes: Example from the Rwenzori region,
Uganda. Journal of environmental management, 180, 504-516.
• Hassenforder, E., Pittock, J., Barreteau, O., Daniell, K. A., & Ferrand, N. (2016). The
MEPPP framework: a framework for monitoring and evaluating participatory
planning processes. Environmental management, 57(1), 79-96.
• Lopez-Acevedo, Gladys; Krause, Philipp; Mackay, Keith. 2012. Building better
policies: the nuts and bolts of monitoring and evaluation systems (English).
Washington, DC: World Bank.
http://documents.worldbank.org/curated/en/680771468183894133/Building-
better-policies-the-nuts-and-bolts-of-monitoring-and-evaluation-systems
• Toffolon-Weiss, M. M., Bertrand, J. T., & Terrell, S. S. (1999). The results framework—
an innovative tool for program planning and evaluation. Evaluation Review, 23(3),
336-359
• Van Ongevalle, J., Huyse, H., & Van Petegem, P. (2014). Dealing with complexity
through actor-focused planning, monitoring and evaluation
(PME). Evaluation, 20(4), 447-466.

23
4. Propose sustainable and evidence-based multi-sectoral interventions,
considering the social determinants of health specific to the local area

• Bosher, S., & Smalkoski, K. (2002). From needs analysis to curriculum development:
Designing a course in health-care communication for immigrant students in the
USA. English for Specific purposes, 21(1), 59-79.
• Brown, P. J., & Closser, S. (Eds.). (2019). Foundations of Global Health: An
Interdisciplinary Reader. Oxford University Press.
• De Leeuw, E., & Peters, D. (2014). Nine questions to guide development and
implementation of Health in All Policies. Health promotion international, 30(4), 987-
997.
• Sherman, C. W., & Steiner, S. C. (2016). Implementing Sustainable Evidence-Based
Interventions in the Community: A Fidelity-Focused Training Framework for the
Savvy Caregiver Program. Journal of Applied Gerontology, 0733464816684623.
• Shelton, R. C., Cooper, B. R., & Stirman, S. W. (2018). The sustainability of evidence-
based interventions and practices in public health and health care. Annual review of
public health, 39, 55-76.

5. Design sustainable workforce development strategies for resource-limited

settings

• Aluttis, C., Bishaw, T., & Frank, M. W. (2014). The workforce for health in a globalized
context–global shortages and international migration. Global health action, 7(1),
23611.
• Evans, T., & Ahmed, S. M. (2014). Developing the public health workforce in
Asia. Routledge Handbook of Public Health in Asia. London, UK: Routledge, 101-112.
• Keralis, J. M., Riggin-Pathak, B. L., Majeski, T., Pathak, B. A., Foggia, J., Cullinen, K.
M., … West, H. S. (2018). Mapping the global health employment market: An
analysis of global health jobs. BMC Public Health, 18, 293.
http://doi.org/10.1186/s12889-018-5195-1
• Liu, J. X., Goryakin, Y., Maeda, A., Bruckner, T., & Scheffler, R. (2017). Global health
workforce labor market projections for 2030. Human resources for health, 15(1), 11.
• University of South Australia. (2011, August). An "Ethical" Approach to Health
Workforce Sustainability: Desirable? Achievable? [Video File] Retrieved from
https://www.youtube.com/watch?v=j4LtT0vAaqs
• World Health Organization. (2016). Global strategy on human resources for health:
workforce 2030. Retrieved from
http://apps.who.int/iris/bitstream/handle/10665/250368/?sequence=1

24
6. Display critical self-reflection, cultural humility, and ongoing learning in global
health

• Brown, L. D. (2018). Foundations for Global Health Practice. John Wiley & Sons.
• Bui, T., Evert, J., McCarthy, V., Asokan, I., Mehta, A., Miller, K., ... & Wen, S.
(2016). Reflection in Global Health: An Anthology. Lulu Press, Inc.
• Cushman, L. F., Delva, M., Franks, C. L., Jimenez-Bautista, A., Moon-Howard, J.,
Glover, J., & Begg, M. D. (2015). Cultural competency training for public health
students: Integrating self, social, and global awareness into a master of public
health curriculum. American journal of public health, 105(S1), S132-S140.
• Expert Panel on Cultural Competence Education for Students in Medicine and
Public Health (2012). Cultural competence education for students in medicine and
public health: Report of an expert panel. Washington, D.C.: Association of American
Medical Colleges and Association of Schools of Public Health.
• Kools, S., Chimwaza, A., & Macha, S. (2015). Cultural humility and working with
marginalized populations in developing countries. Global health promotion, 22(1),
52-59.
• Planetary Health Alliance Education Collection:
https://planetaryhealthalliance.org/education
• The Lancet.(n.d.) Planetary Health. Retreived from
https://www.thelancet.com/infographics/planetary-health
• Whitmee, S., Haines, A., Beyrer, C., Boltz, F., Capon, A. G., de Souza Dias, B. F., ... &
Horton, R. (2015). Safeguarding human health in the Anthropocene epoch: report of
The Rockefeller Foundation–Lancet Commission on planetary health. The
Lancet, 386(10007), 1973-2028.

25
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Appendix
Sample of Sub-Competencies and Learning Objectives to Supplement CEPH's
Accreditation Criteria for Foundational Knowledge and Foundational Competencies for
the MPH Degree

D1 MPH Foundation Knowledge

1 Explain public health history, philosophy and values
a. Understand definitions, concepts, and principles of the evolving concept of
global health, and the policies and processes that underlie its historic
development and contemporary context (University of Michigan School of
Public Health, n.d.).
2 Identify the core functions of public health and the 10 Essential Services
3 Explain the role of quantitative and qualitative methods and sciences in
describing and assessing a population's health
a. Conduct formative research (Association of Schools & Programs of Public Health
[ASPPH], 2011).
b. Conduct a situation analysis across a range of cultural, economic, and health
contexts (ASPPH, 2011; Jogerst et al., 2015).
c. Identify the relationships among patterns of morbidity, mortality, and disability
with demographic and other factors in shaping the circumstances of the
population of a specified community, country, or region (ASPPH, 2011).
d. Explain economic analyses drawn from socio-economic and health data
(ASPPH, 2011).
e. Implement a community health needs assessment (ASPPH, 2011).
f. Conduct a community health needs assessment (Jogerst et al., 2015).
g. Validate the health status of populations using available data (e.g., public health
surveillance data, vital statistics, registries, surveys, electronic health records,
and health plan claims data) (Jogerst et al., 2015).
h. Conduct a situational analysis: the ability to analyze a situation in-depth so as to
intervene successfully (Auer & Espinel, 2011).*
i. Illustrate current and emerging public health priorities for specific regions or
nations based on available evidence (Emory University Rollins School of Public
Health, 2018).

29
4 List major causes and trends of morbidity and mortality in the US or other
community relevant to the school or program
a. Identify the relationships among patterns of morbidity, mortality, and disability
with demographic and other factors in shaping the circumstances of the
population of a specified community, country, or region (ASPPH, 2011).
b. Identify how demographic and other major factors can influence patterns of
morbidity, mortality, and disability in a defined population.
c. Describe the major causes of morbidity and mortality around the world, and
how the risk for disease varies with regions (Jogerst et al., 2015).
d. List major social and economic determinants of health and their effects on the
access to and quality of health services and on differences in morbidity and
mortality between and within countries (Jogerst et al., 2015).
e. Describe the burden of the most important health problems contributing to
excess morbidity and mortality in developing countries, including their
magnitude and distribution (Hagopian et al., 2008).
f. Describe how cultural context influences perceptions of health and disease
(Jogerst et al., 2015).
g. Analyze context-specific causal pathways for the global burden of disease,
health interventions, and health system platforms, to set and monitor priorities
for action (NYU College of Global Public Health, n.d.).
h. Describe historical, economic, political, social, and cultural factors that
influence the health of populations around the world (Leon et al., 2015).
i. Culture, social system, social development, and health (Karkee, Comfort, &
Alfonso, 2015).
j. Describe cross-national determinants of health based on courses selected from
the five perspectives on public health: biomedicine; epidemiology;
psychosocial/social and behavioral/anthropology; development/political
economy; ethics/history/humanities. Explain how those determinants vary by
age, gender, income quintile within countries, and country income group (Yale
School of Public Health, n.d.).*
k. Identify relevant sources for quantitative and qualitative data to analyze the
global burden of disease (NYU College of Global Public Health, n.d.).
l. Analyze causes, risk factors, interventions and bottlenecks for the global burden
of disease in different contexts (NYU College of Global Public Health, n.d.).
m. Select relevant data sources to assess the global burden of disease, health
interventions, and health system platforms (NYU College of Global Public
Health, n.d.).
n. Analyze global health problems taking into account their social, political,
economic, legal, and human rights dimensions (Yale School of Public Health,
n.d.).

30
 o. Describe the major underlying and proximate determinants of adverse health in
developing countries (Hagopian et al., 2008).
p. Describe upstream socioeconomic and environmental determinants of health
(training people in the social determinants of health; shifting the balance of
training from cleaning up after inequities to understanding and addressing the
social conditions that produce them (Leon et al., 2015).
5 Discuss the science of primary, secondary and tertiary prevention in
population health, including health promotion, screening, etc.
a. Discuss prevention strategies in low-resource settings” (ASPPH Interviewee)*
6 Explain the critical importance of evidence in advancing public health
knowledge
a. Describe both value and limitation of evidence-based literature on
understanding the health of individual and communities (Expert Panel on
Cultural Competence Education for Students in Medicine and Public Health,
2012).
b. Apply scientific evidence throughout program planning, implementation, and
evaluation (ASPPH, 2011).
c. Propose evidence-based solutions to the key health problems affecting
maternal, newborn and child health; adolescent health; and the health of adults
(Yale School of Public Health, n.d.).
7 Explain effects of environmental factors on a population's health
8 Explain biological and genetic factors that affect a population's health
a. Describe public health biology and physiology in how climate, lack of
sanitation, geography, and population genetics influence infectious diseases
(e.g. neglected tropic diseases) directly or indirectly (e.g., vectors, immune
system responses) (ASPPH Interviewee)*
b. Discuss epidemiology, pathology, and case management of diseases (Akbar et
al., 2005).*
9 Explain behavioral and psychological factors that affect a population's health
10 Explain the social, political and economic determinants of health and how they
contribute to population health and health inequities
a. “Describe determinants of health and their link to disparities” (ASPPH
Interviewee).*
b. Describe disparities in health status by gender, race, ethnicity, rural/urban
status and economic class (Hagopian et al., 2008).
c. Analyze distribution of resources to meet the health needs of marginalized and
vulnerable groups (ASPPH, 2011).

31
 d. Describe cross-national determinants of health based on courses selected from
the five perspectives on public health: biomedicine; epidemiology;
psychosocial/social and behavioral/anthropology; development/political
economy; ethics/history/humanities. Explain how those determinants vary by
age, gender, income quintile within countries, and country income group (Yale
School of Public Health Global Health, n.d.).*
e. Conduct a situation analysis across a range of cultural, economic, and health
contexts (ASPPH, 2011).
f. Identify the relationships among patterns of morbidity, mortality, and disability
with demographic and other factors in shaping the circumstances of the
population of a specified community, country, or region (ASPPH, 2011).
11 Explain how globalization affects global burdens of disease
a. Discuss globalization and health (Karkee, Comfort, & Alfonso, 2015).*
b. Analyze the growing complexities and interrelatedness of globalization,
environmental change, economic development, and political forces that
influence global health (Drain et al., 2017).
c. Describe the political economy of global health issues (Jackson & Cole, 2013).*
d. “Describe how globalization is changing the decision-making capacity of
governments, regarding trade agreements for example” (ASPPH Interviewee).*
e. Describe how global trends in health care practice, commerce and culture,
multi-national agreements, and multinational organizations contribute to the
quality and availability of health and health care locally and internationally
(Jogerst et al., 2015).
f. Describe how travel and trade contribute to the spread of communicable and
chronic diseases (Jogerst et al., 2015).
12 Explain an ecological perspective on the connections among human health,
animal health and ecosystem health (eg, One Health)
a. Describe the relationship between access to and quality of water, sanitation,
food, and air on individual and population health (Jogerst et al., 2015).
b. Describe the linkages between local and global health problems (Cole et al.,
2011).*
c. Identify how recent cultural, political-economic, and environmental trends
shape health both locally and globally (University of Michigan School of Public
Health, n.d.).*

32
D2 MPH Foundation Competencies
1 Apply epidemiological methods to the breadth of setting and situations in
public health practice
a. Demonstrate a mastery of epidemiologic and biostatistical approaches to public
health issues (Evert, Drain & Hall, 2014)
b. Discuss epidemiology, pathology, and case management of diseases (Akbar et
al., 2005).*
c. Describe cross-national determinants of health based on courses selected from
the five perspectives on public health: biomedicine; epidemiology;
psychosocial/social and behavioral/anthropology; development/political
economy; ethics/history/humanities. Explain how those determinants vary by
age, gender, income quintile within countries, and country income group (Yale
School of Public Health Global Health, n.d.).*
2 Select quantitative and qualitative data collection methods appropriate for a
given public health context
3 Analyze quantitative and qualitative data using biostatistics, informatics,
computer-based programming and software, as appropriate
a. Utilize the many global health data sets available in the public domain
(University of Michigan School of Public Health, n.d.).*
b. “Discuss the global burden of disease database, the IHME (Institute for Health
Metrics and Evaluation) database. ” (ASPPH Interviewee).*
4 Interpret results of data analysis for public health research, policy or practice
a. Analyze health literature critically (Hagopian et al., 2008).*
b. Interpret relevant literature from the sciences, social sciences, and humanities
(Brown, 2014).*
c. Identify contextually relevant qualitative and quantitative information from the
sciences, social sciences, and the humanities to inform global health work
(Brown, 2014).*
d. Explain economic analyses drawn from socio-economic and health data
(ASPPH, 2011).
5 Compare the organization, structure and function of health care, public health
and regulatory systems across national and international settings
a. Compare and contrast systems of care and the social production of health and
well-being in different settings (Brown, 2014).*
b. Compare approaches used to address global health issues at global, national,
and community levels (Emory University Rollins School of Public Health, 2018).

33
 c. Describe different national models or health systems for provision of health care
and their respective effects on health and health care expenditure (Jogerst et
al., 2015).
d. Conduct comparative analyses of health systems (ASPPH, 2011).
6 Discuss the means by which structural bias, social inequities and racism
undermine health and create challenges to achieving health equity at
organizational, community and societal levels
a. Assess social justice from a standpoint of public health” (ASPPH Interviewee).*
b. Contribute to improving health equity at multiple levels, through systems
changes (Cole et al., 2011).
c. Demonstrate commitment to global equity, social justice, and sustainable
development (Cole et al., 2011).
7 Assess population needs, assets and capacities that affect communities' health
a. Conduct formative research (ASPPH, 2011).
b. Conduct a situation analysis across a range of cultural, economic, and health
contexts (ASPPH, 2011; Jogerst et al., 2015).
c. Conduct a situational analysis: the ability to analyze a situation in-depth so as to
intervene successfully (Auer & Espinel, 2011).
d. Implement a community health needs assessment (ASPPH, 2011); Conduct a
community health needs assessment (Jogerst et al., 2015).
e. Validate the health status of populations using available data (e.g., public health
surveillance data, vital statistics, registries, surveys, electronic health records,
and health plan claims data) (Jogerst et al., 2015).
f. Analyze illness conditions and health outcomes of concern at the patient and
community levels (Expert Panel on Cultural Competence Education for Students
in Medicine and Public Health, 2012)
g. Illustrate current and emerging public health priorities for specific regions or
nations based on available evidence (Emory University Rollins School of Public
Health, 2018).
h. Assist host entity in assessing existing capacity (ASPPH, 2011).
i. Collaborate with a host or partner organization to assess the organizations
operational capacity (Jogerst et al., 2015).
8 Apply awareness of cultural values and practices to the design or implementation
of public health policies or programs
a. Exhibit interpersonal communication skills that demonstrate respect for other
perspectives and cultures (ASPPH, 2011).

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 b. Exhibit interprofessional values and communication skills that demonstrate
respect for, and awareness of, the unique cultures, values, roles/responsibilities
and expertise represented by other professionals and groups that work in global
health (Jogerst et al., 2015).
c. Analyze context-specific policy making processes that impact health (ASPPH,
2011).
d. Appreciate natural, cultural, and human diversity (Brown, 2014).*
e. Conduct culturally appropriate risk and asset assessment, management, and
communication with patients and populations (Expert Panel on Cultural
Competence Education for Students in Medicine and Public Health, 2012).
f. Adapt methods to be sensitive to cultural differences in local contexts (Jackson
& Cole, 2013).
g. Assess the impact of acculturation, assimilation, and immigration on health care
and wellness (Expert Panel on Cultural Competence Education for Students in
Medicine and Public Health, 2012).
9 Design a population-based policy, program, project or intervention
a. Plan, implement, and evaluate an evidence-based program (Jogerst et al.,
2015).
b. Apply scientific evidence throughout program planning, implementation, and
evaluation (ASPPH, 2011).
c. Propose evidence-based solutions to the key health problems affecting
maternal, newborn and child health; adolescent health; and the health of adults
(Yale School of Public Health, n.d.).
d. Design context-specific health interventions based upon situation analysis
(ASPPH, 2011;Jogerst et al., 2015).
e. “Evaluate the effectiveness of disease control interventions by using the DCP3
(Disease Control Priorities – third volume)” (ASPPH Interviewee).*
f. Design program work plans based on logic models (ASPPH, 2011).
g. Design global health approaches affecting the health status of individuals,
communities, and populations around the world (Leon et al., 2015).*
h. Apply a determinants-of-health and population health perspective to problem
analysis, policy development and project design (Cole et al., 2011).*
i. Develop the capacity to influence policies and strategies conducive to life and
human health (Auer & Espinel, 2011).*
j. Advocate for cost-effective policies and strategies to accelerate progress
towards the health related SDGs (NYU College of Global Public Health, n.d.).

35
 k. Analyze context-specific policy making processes that impact health (ASPPH,
2011).
l. Critique policies with respect to impact on health equity and social justice
(ASPPH, 2011).
m. Describe multi-agency policy-making in response to complex health
emergencies.
10 Explain basic principles and tools of budget and resource management
a. Develop investment cases for maximum health returns on investment of
intervention policies, implementation and financing strategies (NYU College of
Global Public Health, n.d.).
b. Develop proposals to secure donor and stakeholder support (ASPPH, 2011).
c. “Identify cost-effective intervention strategies and platforms to improve public
health outcomes” (ASPPH Interviewee).*
d. Identify cost-effective interventions, strategies and platforms to accelerate
context-specific progress towards the health related SDGs (NYU College of
Global Public Health, n.d.).
e. Develop financial management skill to mobilize funds, construct and maintain
budgets, and align budgets with health needs and country, organizational, and
donor requirements (Pfeiffer et al., 2013).*
11 Select methods to evaluate public health programs
a. Apply scientific evidence throughout program planning, implementation, and
evaluation (ASPPH, 2011).
12 Discuss multiple dimensions of the policy-making process, include the roles of
ethics and evidence
a. Analyze local and global health problems though an appreciation of the impacts
on health of economic factors, trade policy, environmental policy, culture,
politics, and other dimensions of globalization (UNC Gillings School of Public
Health, n.d.).
b. Apply a determinants-of-health and population health perspective to problem
analysis, policy development and project design (Cole et al., 2011).*
c. Develop the capacity to influence policies and strategies conducive to life and
human health (Auer & Espinel, 2011).*
d. Analyze context-specific policy making processes that impact health (ASPPH,
2011).
e. Describe multi-agency policy-making in response to complex health
emergencies.

36
 f. Critique policies with respect to impact on health equity and social justice
(ASPPH, 2011).
13 Propose strategies to identify stakeholders and build coalitions and partnerships
for influencing public health outcomes
a. Build coalitions and work in partnership with the NGO sector and local
community organizations (Cole et al., 2011).
b. Describe the role of community engagement in health care and wellness (Expert
Panel on Cultural Competence Education for Students in Medicine and Public
Health, 2012).
c. Engage community partners in actions that promote a healthy environment and
healthy behaviors (Expert Panel on Cultural Competence Education for Students
in Medicine and Public Health, 2012).
d. Promote inclusion of representatives of diverse constituencies in partnerships
(ASPPH, 2011).
e. Value commitment to building trust in partnerships (ASPPH, 2011).
14 Advocate for political, social or economic policies and programs that will improve
health in diverse populations
a. Develop negotiation and advocacy strategies to understand and direct change
processes in relation to a given problem or challenge that is shared by different
groups or institutions (Auer & Espinel, 2011).
b. “Advocate for the allocation of resources for a context-specific public health
problem” (ASPPH Interviewee).*
c. “Advocate for cost-effective policies through the allocation of resources using
the most current data/databases to improve public health outcomes in specific
geographies” (ASPPH Interviewee).*
d. Design health advocacy strategies (ASPPH, 2011).
e. Advocate for the importance of global health (Emory University Rollins School of
Public Health, 2018).
f. Use collaborative and culturally relevant leadership skills to advocate for
evidence-based policies and plans to solve health problems in international
settings (Hagopian et al., 2008).
15 Evaluate policies for their impact on public health and health equity
a. Analyze context-specific policy making processes that impact health (ASPPH,
2011).
b. Apply a determinants-of-health and population health perspective to problem
analysis, policy development and project design (Cole et al., 2011).*
c. Develop the capacity to influence policies and strategies conducive to life and
human health (Auer & Espinel, 2011).*

37
 d. Critique policies with respect to impact on health equity and social justice
(ASPPH, 2011).

16 Apply principles of leadership, governance and management, which include

creating a vision, empowering others, fostering collaboration and guiding
decision making
a. Apply necessary leadership skills to serve as bridges between the global health
research and practice settings (Yale School of Public Health, n.d.).
b. “Construct respectful partnerships where there are power differentials” (ASPPH
Interviewee).*
c. Integrate self-determination, empowerment, and community participation in
[global health] contexts (Cole et al., 2011).*
d. Implement strategies to engage marginalized and vulnerable populations in
making decisions that affect their health and well-being (ASPPH, 2011; Jogerst
et al., 2015).
e. Cocreate strategies with the community to strengthen community capabilities,
and contribute to reduction in health disparities and improvement of
community health (Jogerst et al., 2015).
f. Demonstrate shared decision making (Expert Panel on Cultural Competence
Education for Students in Medicine and Public Health, 2012).
g. Value commitment to building trust in partnerships (ASPPH, 2011).
h. Demonstrate willingness to be mentored across borders (Cole et al., 2011).
i. Mentor others and develop long-term relationships of trust locally and globally
(Cole et al., 2011).
j. Develop strategies that strengthen community capabilities for overcoming
barriers to health and well-being (ASPPH, 2011).
k. Communicate lessons learned to community partners and global constituencies
(ASPPH, 2011).
l. Collaborate with a host or partner organization to assess the organization’s
operational capacity (Jogerst et al., 2015).
m. Apply (community) constituent/patient-centered principles to earn trust and
credibility (Expert Panel on Cultural Competence Education for Students in
Medicine and Public Health, 2012).
n. Develop project management strategies to establish relationships and research
collaborative agreements that are mutually beneficial in order to achieve
specific objectives (Auer & Espinel, 2011).*
o. “Develop collaborative learning strategies so partners can impart their deep
knowledge of the community and context” (ASPPH Interviewee).*

38
17 Apply negotiation and mediation skills to address organizational or community
challenges
a. Develop negotiation and advocacy strategies to understand and direct change
processes in relation to a given problem or challenge that is shared by different
groups or institutions (Auer & Espinel, 2011).
18 Select communication strategies for different audiences and sectors
a. Communicate effectively across disciplines and cultures (Cole et al., 2011).
b. Communicate global health issues, causes, and solutions to diverse
stakeholders including practitioners, lay audiences, policy staff, media, and
scientists (Yale School of Public Health, n.d.)*
c. Apply, as a member of inter-disciplinary team, communication strategies to
advocate for intervention policies, system strengthening, equitable strategies,
or investments (NYU College of Global Public Health, n.d.).*
19 Communicate audience-appropriate public health content, both in writing and
through oral presentation
a. Apply communication skills (negotiation, mentoring, conflict resolution,
advocacy, and liaison (Akbar et al., 2005).*
b. Communicate innovative information about international health (Auer &
Espinel, 2011).*
c. Formulate an argument and communicate it effectively to key stakeholders in
order to achieve a desired outcome (Auer & Espinel, 2011).*
d. Communicate lessons learned to community partners and global constituencies
(ASPPH, 2011); Communicate joint lessons learned to community partners and
global constituencies (Jogesrt et al., 2015).
e. Communicate with colleagues, patients, families, and communities about
health disparities and health care disparities
20 Describe the importance of cultural competence in communicating public health
content
a. Communicate in a culturally competent manner with patients, families, and
communities (Expert Panel on Cultural Competence Education for Students in
Medicine and Public Health, 2012).
b. Exhibit interpersonal communication skills that demonstrate respect for other
perspectives and cultures (ASPPH, 2011).

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21 Perform effectively on interprofessional teams
a. Adopt interprofessional values and communication skills that demonstrate
respect for, and awareness of, the unique cultures, values, roles/responsibilities
and expertise represented by other professionals and groups that work in global
health (Jogerst et al., 2015).*
b. Articulate shared goals, ethics, and values within diverse teams (Brown, 2014).
c. Assess global health issues from an interdisciplinary perspective, including
public health disciplines, medicine, international relations, environmental
studies, political science, law, anthropology, economics and others (Yale School
of Public Health, n.d.).
d. Partner with interprofessionals to optimize the potential of one’s scope of
practice within the context of a team (Brown, 2014).*
e. Apply leadership practices that support collaborative practice and team
effectiveness (Jogerst et al., 2015).
f. Integrate the core public health disciplines into team-based problem
identification and solution-finding (Emory University Rollins School of Public
Health, 2018).
g. Propose serving an interprofessional team through consultation or advisory
skills (Akbar et al., 2005).*
22 Apply systems thinking tools to a public health issue
a. Contribute to improving health equity at multiple levels, through systems
changes (Cole et al., 2011).
b. “Incorporate systems thinking with planning, management, leadership, health
systems, policy, and multi-sectorial partnerships, and many other things”
(ASPPH Interviewees).*
c. Integrate health in a systemic way within and beyond the health sector by
addressing upstream determinants that affect health (Pfeiffer et al., 2013).*
d. Consider structural interventions where community-level interventions are
more appropriate than at the individual level (Evert, Drain & Hall, 2014)
e. Contribute to improving health equity at multiple levels, through systems
changes (Cole et al., 2011).

40