Development of an Online Platform for the Postgraduate Public Health program

Title

Development of an Online Platform for the Postgraduate Public Health program

Author(s)

Mr Jeremy O'Reilly, A/Prof Kate MacIntyre, Dr Linda Murray, Dr Sue Pearson, Dr Silvana Bettiol

Presentation Goals

• Develop an understanding on some innovative approaches to education in postgraduate programs in the School of Medicine.
• Hear about student and staff responses to this new course, its development and progress.

Subtheme

Course Blends

Presentation Type

Spotlight on Practice

Room

Social Sciences 211

Time

12.45-13.45

Abstract

This paper presents an overview of the teaching and learning environment of the Master of Public Health (MPH) at the University of Tasmania since its inception. The program in the School of Medicine is an innovative online degree program designed to educate current and emerging professionals in the field of public health. The core curriculum focuses on developing key public health competencies and skills through examples from practice, ranging from local to global allowing students to explore translation into practice. To ensure a rich and complex learning environment we have incorporated the core features of the UTAS Blended Learning Model 1- 5 Framework to include online resources, synchronous and asynchronous interactions, and opportunities for high-impact learning.  This process has facilitated the development of a connected curriculum incorporating the growing activity and application of digital resources, particularly media, and approaches to facilitate new modes of study. As a result we have also aligned these features to achieve the foundation competencies for Master of Public Health graduates in Australia. 

We present an overview of multisource feedback on the effectiveness of the teaching innovations. These have been sourced from formal course and teaching evaluation processes, anecdotal feedback from staff and peers, and course accreditation reviews and staff reflective evaluation of their own teaching and course design, incorporating a variety of lenses. We consider three years of development and present an overview of where we are and where we hope to be while moving forward in an evolving learning environment and healthcare landscape. The strategies employed are tailored to a diverse blend of students allowing us to address need on an individual level within the course.