The criteria do not define a number of competencies for the integrative learning experience (ILE), but it must include both foundational and concentration-specific competencies. It is up to the school or program to define how many competencies a student must synthesize in the ILE; however, there is consensus that a student cannot synthesize only two things. The process should be thoughtful and should focus on student outcomes rather than inputs.
Yes, the school or program should submit five graded samples or 10% of the number produced, whichever is greater, in the last three years for each concentration.
As the criteria were developed, one message that we heard strongly from employers was about the need for MPH graduates to be able to engage in substantive, logically flowing writing. While developing a poster is a form of technical writing, it is also a type of shorthand and does not showcase students’ writing skills. The high-quality written product is meant to be an organization and synthesis of thoughts and information. The type and length of the high-quality written product will vary, but it is ultimately up the school or program to demonstrate that it requires students to organize a thoughtful piece of writing and up to peer reviewers to validate sufficiency.
The criterion requires that at least one faculty member reviews each student’s performance in the ILE and ensures that the experience addresses the selected foundational and concentration-specific competencies. Faculty assessment may be supplemented with assessments from other qualified individuals (eg, preceptors).
Yes. If you offer group-based ILE experiences, you must be able to document that the experience provides opportunities for individualized assessment of competencies.