University at Albany

School of Public Health

SPH 603 ADVANCED TOPICS IN POPULATION MEDICINE

Fall 2021
School of Public Health Classroom C-3

INSTRUCTORS:

Primary Instructor: Rachel de Long, MD, MPH

Director, Fellowship in Applied Public Health
Co-Director, Maternal and Child Health Program
Clinical Associate Professor, Health Policy, Management, & Behavior
Office: Room 162 School of Public Health
Phone: 518.402.0286
Email: [email protected]

Additional Faculty: Mary Gallant, PhD, MPH (Co-meetings with SPH 701/702)
Senior Associate Dean for Academic Affairs
Professor, Health Policy, Management, & Behavior
Email: [email protected]

Marc Stern, MD MPH (Journal Club)

Assistant Affiliate Professor, School of Public Health, Univ of Washington
Phone: 360-701-6520 (Pacific Time – do not call before 12 noon EST)
Email: [email protected]

OFFICE HOURS (Dr. de Long): Mondays 1:00 – 2:30 pm or by appointment

COURSE CREDIT HOURS: Variable, 0-2 credits per semester. The number of credits required
each semester varies based on the student’s plan of study.1
Students should confer with faculty advisor for credits prior to registering. For physicians
enrolled in the Fellowship in Applied Public Health, this course is required every semester of the
program.
COURSE PREREQUISITES/COREQUISITES: This course is required for students enrolled in the
Population Medicine track for the Masters in Public Health degree program. It is also open

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Students enrolled in the Population Medicine track for the MPH program prior to Fall 2019 will complete a cumu-
lative total of 6 credits in SPH 603. Students enrolled in the Population Medicine beginning Fall 2019 track will
complete a cumulative total of 3 credits, usually divided as 1 credit in the Fall and 2 credits in the Spring of a single
academic year sequence. All FAPH fellows are required to participate in SPH 603 for all semesters of their fellow-
ship, regardless of academic credit status.

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to MD/MPH students and other students on a limited case-by-case basis, by permission of
the instructor.

COURSE DESCRIPTION: This course is a core requirement for the MPH Population Medicine
track and the Fellowship in Applied Public Health (FAPH) Program. The course is structured as an
interactive weekly seminar that engages students in exploring a range of population health
issues, perspectives, core skills, and competencies for public health leadership and practice. It
emphasizes the synthesis and generation of evidence by including critical analysis of research
and evaluation methods and the implementation and application of that evidence to public
health practice and policy-making.

This class meets jointly with SPH 711 (Fall) and SPH 712 (Spring), Advanced Topics in Public
Health Research and Practice I & II, which is a required course sequence for DrPH students.

COURSE LEARNING OBJECTIVES

Upon completion of this course, students will be able to

 identify and critically analyze a variety of types of public health research methods and
study designs
 explain how surveillance systems are used to provide evidence for public health practice
and decision-making
 evaluate public health communications for appropriateness for specific audiences
 propose strategies to promote inclusion and equity across a range of public health
programs and practices
 lead and facilitate effective small-group discussions
 identify career opportunities for physicians and other health professionals in public
health practice
 critically assess their own development as public health professionals, and demonstrate
the application of course activities to their progressive mastery of specific public health
practice competencies

Diversity, Equity, and Inclusion Statement5

At the University at Albany School of Public Health, we believe deeply that equity, respect, and
justice are central to our united path forward. The character of our School is to stand steadfast
in the face of injustice and act for the betterment of health outcomes. Racism and discrimina-
tion have no place in our work.

We are committed to creating and supporting a community diverse in every way, which in-
cludes but is not limited to: race, ethnicity, age, disability, gender, gender expression, geogra-
phy, religion, academic and extracurricular interest, political beliefs, family circumstances, na-
tional origin, sexual orientation, and socioeconomic background. It is central to our mission to
ensure that each member of our community has full opportunity to thrive. We recognize that
all of us must embrace the responsibility and accountability for upholding these values, as they

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 are central, not only to our mission, but also to individual growth, education excellence and the
advancement of knowledge.

The University at Albany is committed to a campus environment that supports diversity, equity
and inclusion and will provide support to individuals who report incidents of bias or hate. We
encourage any campus community member who experiences or witnesses a bias act or hate
crime to report this incident by using the Bias Incident Reporting Form. For more information,
visit https://www.albany.edu/diversity-and-inclusion.

PUBLIC HEALTH FOUNDATIONAL KNOWLEDGE DOMAINS AND COMPETENCIES:

The Council on Education in Public Health (CEPH) requires accredited degree programs in public
health to address certain knowledge domains and competencies. This course specifically
addresses the following concentration-specific competencies for the MPH Population Medicine
track.

Population Medicine Concentration Competency Assessment Methods

Demonstrate how publicly available population health data  Surveillance systems
systems – including public health surveillance systems and exercise
national surveys - can be used to assess, monitor, and evaluate
population health and public health policies and programs.
Synthesize, evaluate, and apply evidence from multiple sources  Journal Club
and perspectives to support public health decision-making
related to current public health issues.

Evaluate the roles and responsibilities of governmental and non-  Reflective Writing As-
governmental organizations in providing programs and services to signments
address specific public health issues and improve public health.
Critically evaluate one’s own level of knowledge and competency  Competencies Self-
as a public health physician, and implement a professional Assessment (Progress
development plan to enhance proficiency in selected Record)
competencies.  Individual PD
Activities (Progress
Record)
Identify leadership roles and career paths for public health  Reflective Writing
physicians, and evaluate alignment of such opportunities with Assignments
one’s own professional development goals and activities.  Individual PD
Interviews (Progress
Record)

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In addition to this set of concentration-specific competencies, throughout the course students
will assess and reflect on progress in addressing the complete set of Core Competencies for
Public Health Professionals2.

COURSE MATERIALS:

There is one required text* for this course: Guest, G. Namey, E. (Eds.). (2015). Public Health
Research Methods. Thousand Oaks, CA: Sage Publishing, Inc.

*Students can access an electronic version of this textbook through the U Albany library website
at no charge. This link is posted in the Blackboard course page.

Additional assigned readings, including articles and question sets for Journal Clubs, will be
posted on the Blackboard site for this course

COURSE REQUIREMENTS:3

1. Class Attendance and Engagement (25% of course grade): This is a small, interactive
seminar-style course, for which active participation by all students is key to the learning
experience. At this level, we expect that all students actively contribute to class
discussions and learning activities. Questions and discussion should reflect thoughtful
preparation for each session, intellectual curiosity for a wide range of public health
topics, and critical thinking about the material.

Please refrain from using personal technology (cell phones, laptops, etc.) during class
except for class-related purposes. Checking email, texting, browsing the internet,
working on other assignments, etc. are disrespectful and distracting to other students,
the instructors, and our professional guests, and will negatively affect your course grade.

2. Journal Club (25% of course grade): The monthly journal club (JC) allows students to
apply epidemiology and biostatistics skills to the critical analysis of published research
studies. Students analyze and discuss relevant current research studies in a student-led
JC format, with particular focus on critically evaluating the study design and
methodology. For each JC, students will prepare responses to a set of written questions

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Council on Linkages Between Academia and Public Health Practice (2014). Core Competencies for Public Health
Professionals. Available from: http://www.phf.org/resourcestools/pages/core_public_health_competencies.aspx

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The requirements and grade percentages described above apply to students registered for 1 or 2 credits in SPH
603 for the semester. Students (typically FAPH fellows) enrolled in SPH 603 for 0 credits are expected to: 1) com-
plete assigned readings and demonstrate preparation for class discussion; 2) attend all classes and actively engage
in classroom discussions and exercises; 3) submit written peer/instructor evaluations for each Journal Club; and, 4)
complete all activities listed in this syllabus under Individualized Professional Development. They may also be re-
quired to lead/ facilitate a journal club depending on the course enrollment for that semester. Students enrolled
for 0 credits are not required to submit written assignments except for JC evaluations and the PD Progress Record
updates noted above.

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 developed by the facilitators for that session. These written responses are due in
Blackboard prior to the start of the JC. In addition, students will submit constructive
peer/instructor assessments following each session. Each student will prepare and
lead/co-lead at least one journal club session in either the fall or spring semester.

 For students assigned to lead/co-lead a journal club session this semester: the
majority (60%) of your grade for the JC course component will be based on your
preparation and facilitation of the JC session. This includes timeliness of advance
outreach and coordination with both Dr. Stern and your student co-leader;
demonstrated understanding and critical analysis of study design; and, effective
facilitation of your JC session. The remaining 40% of your grade for JC will be
based on your written responses to question sets, active participation in all JC
sessions, and timely submission of thoughtful, constructive feedback for other
students following each session.

 For students not leading a journal club session this semester: Your grade will be
based on written responses to question sets, active participation in all JC
sessions, and timely submission of thoughtful, constructive feedback for other
students after each session.

3. Public Health Practice and Leadership Reflective Writing Assignments (20% of course
grade): Invited public health leaders from a range of disciplines and organizational
settings will present and lead discussions on a variety of current public health topics.
These sessions are designed to highlight different current public health challenges and
practice priorities, public health career paths, professional development opportunities,
and leadership styles. Following each of these sessions, students will complete brief
writing assignments, reflecting critically on the material and how the session helped
advance their public health competencies. SPH 603 students are expected to complete
written reflection assignments on at least four of these sessions over the semester.4

4. Applied In-Class Exercises (5% of course grade): Selected class sessions will include in-
class exercises designed to practice and apply specific public health skills. Planned fall
sessions with applied exercises include surveillance systems and health
communications. Grades for this component will be based on active engagement and
demonstrated application of the respective skills/ competencies. In addition, you are
expected to participate constructively in the final class session in which SPH 711
students will present their final Health Communication projects.5

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Note: SPH 603 students should use the template for reflective writing assignments specific to our course. SPH 711
students have a different template and are required to complete reflective writing assignments for all applicable
sessions.
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Note: SPH 711 students have a more extensive, multi-component semester project related to Health Communica-
tions. SPH 603 students are not required to complete the additional written midterm or final assignments associ-
ated with that project, and are responsible only for the elements described above.

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5. Individualized Professional Development (25% of course grade):6 Self-reflection and
ongoing professional development (PD) are critical skills for public health leaders, and a
core element of the Population Medicine MPH concentration. The Core Competencies
for Public Health Professionals7, established by the Council on Linkages Between
Academia and Public Health Practice, serve as the foundational framework for this
course component. PD requirements for the Fall semester include:

 Competencies Self-Assessment: Complete a comprehensive self-assessment of

the full set of competencies at three benchmark points at the beginning of the
fall semester (you will repeat this self-assessment at the end of the spring
semester and again at the end of your final semester in the MPH/FAPH program).
 Informational Interviews: in the fall semester, you will complete at least one
informational interview with a practicing public health physician. You may choose
a public health physician practicing in any non-clinical public health setting; the
instructor can help you identify candidates if needed. You will arrange this
outside of class time.
 Professional Development (PD) Activities: in the fall semester, you will identify
and complete at least one PD activity of your choice. You have broad flexibility
to explore public health topics and career opportunities that align with your
interests and priorities for growth, and that augment your academic coursework
and internship/practicum experiences. PD activities may include, but are not
limited to: shadowing, brown bag seminars, workshops, and on-line continuing
education activities. You will arrange to complete these activities outside of class
on your own schedule.
 Progress Record: Each student will maintain an individual progress record, using
a template to be provided. In your progress record you will document:
o The results of your initial and subsequent competencies self-assessments
(Tab 1);
o The specific experiences and learning activities (including academic
coursework, internships/practicums, interviews, PD activities) that have
reinforced or advanced your proficiency in each competency (Tab 1,
Column E);
o Interviews and PD activities completed (Tab 2);
o Professional products developed (Tab 3).

Note that these progress records capture information about activities/ assignments
completed in this course as well as relevant products outside this course. A fully up-
to-date progress record reflecting all applicable elements noted above is due at the
end of the semester as your final course assignment.

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As noted above, all SPH 603 students, including those enrolled for 0 credits, are required to complete the Individ-
ual PD assignments/ progress record.
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The Population Medicine MPH concentration-specific competencies specified earlier in this syllabus represent a
subset of the larger set of Core Competencies for Public Health Professionals adapted for the MPH degree program.

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GRADING:

The course grade will be based on the following assignments/activities:

Assignment/Activity Total Points

Class Attendance & Engagement 25
Journal Club 25
Public Health Practice and Leadership Reflective Writing Assignments 20
Applied In-Class Exercises 5
Individual Professional Development 25
TOTAL 100

The following grading scale will be used in the course:

Course Average Letter Grade Course Average Letter Grade

93-100 A 77-79 C+
90-92 A- 73-76 C
87-89 B+ 70-72 C-
83-86 B <70 E
80-82 B-

CLASS POLICIES:

Attendance & Engagement

Students are expected to attend and participate in each class session. Missing classes without
prior instructor approval will affect the student’s participation grade. Missing three or more
classes will ordinarily result in a deduction of 15 points from the participation grade. This
means the maximum participation grade of 25 points would be reduced to a maximum of 10
possible points.

Late Assignments
As graduate students, you should approach all assignments professionally – present them as
you would to an employer. This includes handing all assignments in on time. Grades for late
assignments will be reduced by 5% per 24-hour period, up to a maximum of 14 days (two weeks)
past the due date. Beyond 14 days, late submissions generally will not be accepted, and thus will
be marked as 0 points, unless you have sought and received approval for an extension from the
instructor in advance.

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Inclusive Learning Environment
It is expected that each of you will contribute to creating an inclusive and respectful learning
environment. You are expected to treat each other with dignity and value differences in
perspectives. Hurtful or hateful language and actions will not be tolerated.

UNIVERSITY POLICIES:

Academic Integrity:
Academic dishonesty will not be tolerated and will lead to disciplinary action as deemed appro-
priate by the faculty and/or the University’s judicial process. Students are expected to be famil-
iar with the University’s Standards of Academic Integrity, including the "Community Rights and
Responsibilities" document and graduate bulletin.
https://www.albany.edu/studentconduct/assets/Community_Rights_and_Responsibilities_Au-
gust_30_2019.pdf
https://www.albany.edu/graduatebulletin/requirements_degree.htm

Accommodations: Reasonable accommodations will be provided for students with documented

physical, sensory, systemic, cognitive, learning and psychiatric disabilities. If you believe you
have a disability requiring accommodation in this class, please notify the Directory of the
Disability Resource Center (Campus Center 137, 442-5490). That office will provide the course
instructor with verification of your disability, and will recommend appropriate accommodations.

Mental Health: As a student there may be times when personal stressors interfere with your
academic performance and/or negatively impact your daily life. The University at Albany
Counseling and Psychological Services (CAPS) provides free, confidential services including
individual and group psychological counseling and evaluation for emotional, social and
academic concerns. Students may consult with CAPS staff by telephone, email or in person
regarding issues that impact them or someone they care about. CAPS is located in Suite 104 at
400 Patroon Creek Blvd near the UAlbany uptown campus. For questions or to make an
appointment, call (518) 442-5800. Email [email protected], or visit
www.albany.edu/caps/ for hours of operation, directions, and additional information.
If your life or someone else’s life is in danger, please call 911. If you are in a crisis and need
help right away, please call the National Suicide Prevention Lifeline at 1-800-273-TALK (8255).

Students dealing with heightened feelings of sadness or hopelessness, increased anxiety, or

thoughts of suicide may also text “GOT5” to 741741 (Crisis Text Line).

Title IX Reporting: Title IX of the Education Amendments of 1972 is a federal civil rights law that
prohibits discrimination on the basis of sex in federally funded education programs and
activities.
The SUNY-wide Sexual Violence Prevention and Response Policies prohibit offenses defined as

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sexual harassment, sexual assault, intimate partner violence (dating or domestic violence),
sexual exploitation, and stalking. The SUNY-wide Sexual Violence Prevention and Response
Policies apply to the entire University at Albany community, including students, faculty, and staff
of all gender identities. The University at Albany provides a variety of resources for support and
advocacy to assist individuals who have experienced sexual offenses.
Confidential support and guidance can be found through the Counseling Center (518-442-5800,
https://www.albany.edu/counseling_center/), the University Health Center (518-442-5454,
https://www.albany.edu/health_center/), and the Interfaith Center (518-489-8573,
https://www.albany.edu/spirituality/onCampus.shtml). Individuals at these locations will not
report crimes to law enforcement or university officials without permission, except for in
extreme circumstances, such as a health and/or safety emergency. Additionally, the Advocates
at the University at Albany’s Advocacy Center for Sexual Violence are available to assist students
without sharing information that could identify them (518-442-CARE,
https://www.albany.edu/advocacycenter/).

Sexual offenses can be reported non-confidentially to the Title IX Coordinator within The Office
for Equity and Compliance (518-442-3800, https://www.albany.edu/equity-compliance/,
Building 25, Room 117) and/or the University Police Department (518-442-3131,
http://police.albany.edu/).
Please note, faculty members are considered “responsible employees” at the University at
Albany, meaning that they are required to report all known relevant details about a complaint
of sexual violence to the University’s Title IX Coordinator, including names of anyone involved
or present, date, time, and location.

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