Public Health Program

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

Program Student Learning Outcomes Assessment
(AY 2015-2016)

Program Student Learning Outcomes(PSLOs)

At the completion of Public Health Program the student will be able to:

  1. Recognize, describe and discuss the basic public health science facts and principles
  2. List and discuss the essential public health functions and their interrelationships at community and district level
  3. Describe and discuss adult, children and family health issues
  4. Discuss and demonstrate an understanding and practice of some generic public health competencies
  5. Demonstrate proper public health skills for public health practice in the community as a state or local public health officer
  6. Discuss and demonstrate community and cultural sensitivity in the health care environment
  7. Describe and discuss the health determinants and problems of adults, children and families
  8. Demonstrate proper cardio-pulmonary resuscitation (CPR) and first aid techniques
  9. Demonstrate the ability and discuss how to make a community diagnosis based on the determinants of health
  10. Identify and demonstrate good public health practice
  11. Have had work experience at a public health facility at community and district levels

What we worked on based on the SY 2014-2015 findings:

  1. Incorporating more student activities and application of the topics discussed into real-life setting.
  2. Collaboration with Pohnpei State Public Health services in providing community health services and community needs assessment and diagnosis.
  3. Development of instruction methods that improve student knowledge and engagement, analytical skills, and promote participatory learning and more flexible methods of teaching such as: simulation, community projects, group activities, etc. should be established.
  4. Proposal for changes in the program was submitted and is pending approval.

Result of the changes and improvements:

  1. Students were taking part in several community assessments and diagnoses where they were able to practice the theory and knowledge they learned from the lecture, this led to better student engagement and learning.
  2. Most Public Health courses that were offered used problem-based learning, case scenarios, simulations and group activities where students applied the skill and knowledge they have acquired in class. This led to better student engagement and learning.
  3. Tutoring services for the student. These services aim to help students with issues in their class and help students review the topics discussed in their class. In Spring 2015, students have started availing themselves of the service and we are trying to improve the service and remove the stigma that “tutoring” has on students to increase the number of participants.

What we looked at (SY 2015-2016):

The Public Health Program assessment focused on PSLOs 2, 7, and 9.

Students who are taking courses related to PSLO2 should be able to list and discuss the essential public health functions and their interrelationships at community and district level. Students will be able to list their roles as public health practitioners based on the health issues they will identify when they do their community health assessment survey. Successful completion of this objective will be indicated by more than 85% of students enrolled in courses related to PSLO2 being able to list and discuss the essential public health functions and their interrelationships at community and district level when given the task to perform a community health assessment survey.

Students who are taking courses related to PSLO7 should be able to describe and discuss the health determinants and problems of adults, children and families. Successful completion of this objective will be indicated by more than 80% of students enrolled in courses related to PSLO7 being able to describe and discuss the health determinants and problems of adults, children and families when doing oral reports in response to direct questions related to these topics; being able to identify health issues in quizzes and exams with multiple choice questions related to these topics; and being able to differentiate the health issues in the different age groups.

Students taking courses related to PSLO9 should be able to demonstrate the ability to make and discuss a community diagnosis based on the determinants of health. Students were asked to develop a plan for community health assessment and implement this plan to place a control measure and deliver a preventive measure in that community based on the assessment findings. Students also delivered health education in public schools located in Kitti and Kolonia. Successful completion of this objective will be indicated by more than 80% of students enrolled in courses related to PSLO9 being able to make a community diagnosis when given a case scenario and discuss these during problem based learning discussion. Student learning will be evaluated based on their ability to complete a diagnosis based on skills check list and rubrics during discussions.

What we found:

  • PSLO#2: Students who were taking courses related to this PLO were able to list and discuss the essential public health functions and their interrelationships at community and district level

    PH 109:

    Total number of students:

    18

     

    Number of students who passed:

    18

     

    Passing rate:

    100%

    PH 151:

    Total number of students:

    7

     

    Number of students who passed:

    7

     

    Passing rate:

    100%

    PH 231:

    Total number of students:

    5

     

    Number of students who passed:

    5

     

    Passing rate:

    100%

    PH 241:

    Total number of students:

    4

     

    Number of students who passed:

    4

     

    Passing rate:

    100%

     

  • PSLO#7: Students who took courses related to this PLO were able to describe and discuss health determinants and problems of adults, children and families. This was shown in their community health assessment survey project where they were able to identify health issues in an identified community and placed control measures for the identified health issues.

    PH 131:

    Total number of students:

    9

     

    Number of students who passed:

    9

     

    Passing rate:

    100%

    PH 141:

    Total number of students:

    6

     

    Number of students who passed:

    6

     

    Passing rate:

    100%

    PH 211:

    Total number of students:

    4

     

    Number of students who passed:

    4

     

    Passing rate:

    100%

    PH 212:

    Total number of students:

    7

     

    Number of students who passed:

    7

     

    Passing rate:

    100%

     

  • PSLO#9:Students were able to demonstrate the ability to make and discuss community diagnosis based on the determinants of health. Students enrolled in these courses were able to plan a community health assessment and implement control measures based on the result of the health assessment survey.

    PH 121:

    Total number of students:

    1

     

    Number of students who passed:

    1

     

    Passing rate:

    100%

    PH 211:

    Total number of students:

    4

     

    Number of students who passed:

    4

     

    Passing rate:

    100%

    PH 212:

    Total number of students:

    7

     

    Number of students who passed:

    7

     

    Passing rate:

    100%

    PH 221:

    Total number of students:

    3

     

    Number of students who passed:

    2

     

    Passing rate:

    66%

    PH 231:

    Total number of students:

    5

     

    Number of students who passed:

    5

     

    Passing rate:

    100%

What are we planning to work on

Continue with the tutoring services for the public health students.

Strengthen the collaboration of the PHTP with Pohnpei Division of Public Health and other allied health offices (Environmental Protection Agency, Island Food Group, etc.) to have students join these agencies during inspection, program planning and implementation. To also include these allied health offices in their community health projects.

Continue in delivering course in problem-based learning format and improve on the scenarios being used as problems

Recommendations for students:

Students must have a good background in statistics and medical terminologies

Students must have good reading comprehension and writing skills.

Program Data Sheet
September 2016

Download PDF Version of the Data Sheet

Enrollment by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap students
Public Health AS Fall 2011     18 2   20
Public Health AS Fall 2012   6 17 1   24
Public Health AS Fall 2013   2 23     25
Public Health AS Fall 2014 1   22 1   24
Public Health AS Fall 2015 8 2 15 2   27
Public Health AS Spring 2011     16 1   17
Public Health AS Spring 2012     18 2   20
Public Health AS Spring 2013   4 16     20
Public Health AS Spring 2014 1 1 26     28
Public Health AS Spring 2015 4   16 2 2 24
Public Health AS Spring 2016 2 3 18 1 1 25

Credits by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap Credits
Public Health AS Fall 2011     234 27   261
Public Health AS Fall 2012   59 209 16   284
Public Health AS Fall 2013   18 299     317
Public Health AS Fall 2014 12   260 11   283
Public Health AS Fall 2015 99 17 191 19   326
Public Health AS Spring 2011     197 15   212
Public Health AS Spring 2012     239 23   262
Public Health AS Spring 2013   24 196     220
Public Health AS Spring 2014 12 11 324     347
Public Health AS Spring 2015 53   211 16 11 291
Public Health AS Spring 2016 22 38 225 8 13 306

Credits by Program and Campus

Program term Chuuk Kosrae National Pohnpei Yap Credits
Public Health (AS) Fall 2011     348 12   360
Public Health (AS) Fall 2012     156     156
Public Health (AS) Fall 2013     282     282
Public Health (AS) Fall 2014     288     288
Public Health (AS) Fall 2015     147     147
Public Health (AS) Spring 2011     300 6   306
Public Health (AS) Spring 2012     294 6   300
Public Health (AS) Spring 2013     249   3 252
Public Health (AS) Spring 2014     324     324
Public Health (AS) Spring 2015     216     216
Public Health (AS) Spring 2016 22 38 213 20 13 306

Credits Enrolled, Attempted and Earned (averages)

Credits Enrolled, Attempted and Earned (averages) degree term credEnrollAvg credAttAvg credEarnAvg termGPAAvg
Public Health AS Fall 2011 13.1 12.9 12.8 3.11
Public Health AS Fall 2012 11.8 10.6 9.0 2.45
Public Health AS Fall 2013 12.7 11.4 10.3 2.32
Public Health AS Fall 2014 11.8 270.0 9.9 2.25
Public Health AS Fall 2015 11.9 11.1 9.0 2.08
Public Health AS Spring 2011 12.5 10.7 9.1 2.19
Public Health AS Spring 2012 13.1 12.4 12.1 2.80
Public Health AS Spring 2013 11.0 9.7 7.4 1.87
Public Health AS Spring 2014 12.4 11.6 10.6 2.17
Public Health AS Spring 2015 11.8 10.6 9.5 2.50
Public Health AS Spring 2016 12.2 11.1 9.7 2.51

Program Sections, Enrollment Ratio and Average Class Size

Program term section enrollMax enrollment enrollRatio AvgClassSize
Public Health (AS) Fall 2011 7 175 114 65.1% 16.3
Public Health (AS) Fall 2012 4 100 48 48.0% 12.0
Public Health (AS) Fall 2013 7 122 89 73.0% 12.7
Public Health (AS) Fall 2014 8 190 90 47.4% 11.3
Public Health (AS) Fall 2015 7 129 44 34.1% 6.3
Public Health (AS) Spring 2011 7 175 92 52.6% 13.1
Public Health (AS) Spring 2012 8 200 99 49.5% 12.4
Public Health (AS) Spring 2013 6 127 76 59.8% 12.7
Public Health (AS) Spring 2014 7 175 108 61.7% 15.4
Public Health (AS) Spring 2015 6 150 62 41.3% 10.3
Public Health (AS) Spring 2016 8 120 41 34.2% 5.1

Persistence and Retention (new full time students)

MajorDescription degree New Students FT 2011_3 Students 2012_1 Students 2012_3 Persistence Spring 2012 Retention Fall 2012
Public Health AS 1 2 1 200.0% 100.0%
Major degree New FT Fall 2012 Persisted Spring 2013 Retained Fall 2013 Persistence Spring 2013 Retention Fall 2013
Public Health AS 3 2 3 66.7% 100.0%
Major degree New FT Fall 2013 Persisted Spring 2014 Retained Fall 2014 Persistence Spring 2013 Retention Fall 2014
Public Health AS 1 2 2 200.0% 200.0%
Major degree New FT Fall 2014 Persisted Spring 2015 Retained Fall 2015 Persistence Spring 2015 Retention Fall 2015
Public Health AS 22 18 16 81.8% 72.7%
Major degree New FT Fall 2015 Persisted Spring 2016 Retained Fall 2016 Persistence Spring 2016 Retention Fall 2016
Public Health AS 3 4   133.3% 0.0%

Course Completion & Withdrawals (Major)

Major degree term students ABCorP% ABCDorP% W%
Public Health AS Fall 2011 89 74.2% 82.0% 2.2%
Public Health AS Fall 2012 76 97.4% 97.4% 1.3%
Public Health AS Fall 2013 107 68.2% 82.2% 3.7%
Public Health AS Fall 2014 94 70.2% 84.0% 2.1%
Public Health AS Fall 2015 95 71.6% 100.00% 2.11%
Public Health AS Spring 2011 63 77.8% 81.0% 11.1%
Public Health AS Spring 2012 90 88.9% 94.4% 2.2%
Public Health AS Spring 2013 76 60.5% 68.4% 11.8%
Public Health AS Spring 2014 114 72.8% 86.0% 5.3%
Public Health AS Spring 2015 101 75.2% 67.5% 10.2%
Public Health AS Spring 2016 98 73.5% 79.6% 7.1%

Course Completion & Withdrawals (Program)

Program term students ABCorP% ABCDorP% W%
Public Health (AS) Fall 2011 120 94.2% 94.2% 4.2%
Public Health (AS) Fall 2012 52 71.2% 82.7% 7.7%
Public Health (AS) Fall 2013 94 64.9% 84.0% 5.3%
Public Health (AS) Fall 2014 96 67.7% 80.2% 6.3%
Public Health (AS) Fall 2015 49 75.5% 77.6% 8.2%
Public Health (AS) Spring 2011 102 72.5% 78.4% 9.8%
Public Health (AS) Spring 2012 100 85.0% 92.0% 1.0%
Public Health (AS) Spring 2013 84 66.7% 79.8% 9.5%
Public Health (AS) Spring 2014 108 64.8% 77.8% 10.2%
Public Health (AS) Spring 2015 72 68.1% 76.4% 11.1%
Public Health (AS) Spring 2016 45 73.3% 77.8% 13.3%

Graduates

Major degree AY2010/11 AY2011/12 AY2012/13 AY2013/14 AY2014/15 AY2015/16
Public Health AS 5 4 4 4 5 4

Graduate Rates

Major degree Cohort cohort Graduation Rate 100% Graduation Rate 150% Graduation Rate 200%
Public Health AS Fall 2010 FT 2 0.0% 0.0%  
Public Health AS Fall 2011 FT 1 100.0% 100.0% 200.0%
Public Health AS Fall 2012 FT 3 0.0% 0.0%  
Public Health AS Fall 2013 FT        

 

  • "Program" information is based on Dickeson's concept of a "program" as expending resoruces and is linked to courses owned by a program from TracDat
  • Graduation rates are based on Fall new students(full time) cohorts that are tracked at 100%, 150%, and 200%
  • Retention rates are based on Fall new students (full time) cohorts who return the following fall semester
  • Persistence rates are based on Fall new students (full time) cohrots who return the following spring semester

Program Review (National Campus)

AP Full Official:Associate of Science in Public Health

Campus: National Campus

Completed by: Paul Dacanay

AP Review Submission Date:March 2014

AR Review Cycle: 2011- 2013

  1. Program Mission

    PHTP endeavors to provide students of varied educational background the opportunity to pursue comprehensive and high-quality training in public health, and to provide the Federated States of Micronesia and surrounding Pacific Island nations with a workforce of capable public health professionals.

  2. Program Goals

    1. Recognize, describe and discuss the basic public health science facts and principles;
    2. List and discuss the essential public health functions and their interrelationships at community and district level;
    3. Describe and discuss adult, children and family health issues;
    4. Discuss and demonstrate an understanding and practice of some generic public health competencies;
    5. Demonstrate proper public health skills for public health practice in the community as a state or local public health officer;
    6. Discuss and demonstrate community and cultural sensitivity in the health care environment;
    7. Describe and discuss the health determinants and problems of adults, children and families;
    8. Demonstrate proper cardio-pulmonary resuscitation (CPR) and first aid techniques;
    9. Demonstrate the ability and discuss how to make a community diagnosis based on the determinants of health;
    10. Identify and demonstrate good public health practice;
    11. Have had work experience at a public health facility at community and district levels.
  3. Program History

    The Public Health Training program constitutes an academic response to the public health situation in Micronesia and has taken account the current academic realities of the region. There has been a recognized chronic shortage of health workers coupled by the marked under-training of those workers, who have, in large part, learnt through "on-the-job" training, frequently from predecessors also trained "on-the-job".

    The college added the Public Health Training Program to its program offerings in Fall of 2009.

  4. Program Descriptions

    Public Health Training program is a multi-entry, multi-exit educational opportunity for high school graduates who wish to enter studies in the health domain, as well as Health Workers who wish to enhance the effectiveness of their work and improve their working conditions.

    The immediate aim of the program is to enhance the knowledge, skills and capabilities of the current public health workforce in the health administration of FSM and a medium to long aim of the program is to attract young candidates, whose interest would gravitate towards health and, possibly, towards public health, being the "replacement" workforce of the future, and equip them with more substantial academic foundation for a more effective work performance, both in the public as well as in the private sectors.

  5. Program Admission Requirements

    Associate of Science Degree in Public Health
    Entry criteria:

    Advance Certificate of Achievement in Public Health (ACAPH)

    OR

    Diploma in Public Health or in Public Health Specialty

    or

    A qualification in Public Health equivalent to those above

    AND

    Appropriate Public Health Experience of at least six (6) years

    All non-ACAPH holding candidates to sit C.O.M.E.T.

    AND

    Attain placement for the pre-requisite courses of this qualification

    AND

    Gain admission to a COM-FSM Degree Program

  6. Program Degree Requirements

    Associate of Science Degree in Public Health

    Total credit required: 65 Credits

    Ten (10) courses or twenty-nine (29) credits in General Education Core Requirements

    EN 110: Advance Reading (3)

    EN 120a: Expository Writing I (3)

    CA 100: Introduction to Computing (3)

    ESS 100: Exercise and Sports Science, any 100-level course (1)

    PH/MS 109: Math for Health Science (3)

    EN 120b: Expository Writing II (3)

    SC 117: Tropical Pacific Islands Environment (4)

    ESS/SC 200: Fundamental of Wellness and Physical Fitness (3)

    SS 150: History of Micronesia (3)

    Humanities (3)

    Twelve (12) courses or thirty-six (36) credits in Major Core requirements

    PH 111: Introduction to Basic Epidemiology and Biostatistics (3)

    PH 112: Introduction to Epi-Info and Computing for Public Health (3)

    PH 121: Environmental Prevention and Control of Disease (3)

    PH 131: Food and Nutrition in the Lifecycle (3)

    PH 141: Principles of Health Promotion (3)

    PH 151: Introduction to Pacific Health Care Systems and Traditional Medicine (3) or

    PH 152: Practical Health Service Management (3)

    PH 211: Health Research Methodology (3)

    PH 212: Surveillance, Identification and Management of an Outbreak (3)

    PH 221: Occupational Health and Safety (3)

    PH 231: Food Nutrition and Lifestyle Disease (3)

    PH 241: Case Studies and Special Issues in Health Promotion (3)

    PH 251: Management of Health Information System

  7. Program Courses and Enrollment

    A total of 120 students enrolled in the 7 major courses offered in Fall2011. The number dropped to 100 in Spring 2012 although 8 courses were offered. There was a drastic decrease of enrollment in Spring 2013 but the number more than doubled in Fall 2013 due to the enrollment of new students.

    Courses Number of section/s Course Enrollment Section fill-rates
    PH 109: Math for Health Science 4 80 80%
    PH 111: Introduction to Basic Epidemiology and Biostatistics 5 80 64%
    PH 112: Introduction to Epi-Info and Computing for Public Health 3 50 66%
    PH 121: Environmental Prevention and Control of Disease 3 66 88%
    PH 131: Food and Nutrition in the Lifecycle 3 58 77%
    PH 141: Principles of Health Promotion 3 59 79%
    PH 151: Introduction to Pacific Health Care Systems and Traditional Medicine 2 24 48%
    PH 152: Practical Health Service Management Medicine 0 0 0%
    PH 211: Health Research Methodology 1 9 36%
    PH 212: Surveillance, Identification and Management of an Outbreak 2 20 40%
    PH 221: Occupational Health and Safety 1 10 40%
    PH 231: Food Nutrition and Lifestyle Disease 3 29 39%
    PH 241: Case Studies and Special Issues in Health Promotion 3 27 36%
    PH 251: Management of Health Information System 2 20 40%
  8. Program Faculty

    Instructor Position Degrees Held Status
    Paul Dacanay Division Chair
    Assistant Professor
    Doctor of Medicine
    Bachelor of Science Degree Major in Biology
    Full time Faculty
           
    Ikoli Ilongo Instructor Doctor of Education
    Masters in Public Health
    Full time Faculty
           
    Rally Jim Instructor Bachelors of Medicine
    Bachelors of Surgery(MBBS)
    Part-time Instructor
           
    Robert Spegal Instructor Masters in Public Health Part-time Instructor
    Sage Nagai Instructor Masters in Public Health Part-time Instructor
  9. Program Indicators

    1. Assessment of course student learning outcomes of program courses

    Target Outcome:
    Associate of Science degree level student understood the basic tenets and essential functions of Public Health

      Data Source
          Pre and post test

      Analysis:
          Successful completion of this objective will be indicated by more than 85% of students receiving a C grade or higher.

    2. Assessment of program student learning outcomes

    Associates of Science Degree in Public Health
    What we looked at:
    The Public Health Program assessment focused on PSLOs 1, 2, 4, and 8.

    Students who are taking courses related to PSLO1 presents a report at the end of the term and these are graded based on a rubric. Successful completion of this objective will be indicated by more than 80% of students receiving a C grade or higher.

    PSLO 2 was assessed by research papers and graded according to a specified rubric. Successful completion of this objective will be indicated by more than 80% of students receiving a C grade or higher.

    Evaluating students’ individual portfolio based on a rubric assessed PSLO 4

    PSLO 8 was assessed by a final skills test.

    What we found:
    PSLO #1:
       Students who were taking courses related to this PSLO have presented their reports among their peers and mentors and received a passing mark based on a rubric.
        PH 111
          Total number of students    39
            No. of students with a grade of "C" or higher    32
           Number of students who failed    5
        PH 121
           Total number of students    19
           No. of students with a grade of "C" or higher    15
           Number of students who failed   2
        PH 131
           Total number of students    20
           No. of students with a grade of "C" or higher    17
           Number of students who failed   2
        PH 141
           Total number of students    15
           No. of students with a grade of "C" or higher    12
           Number of students who failed   3
     
    PSLO #2:
       Students who took these courses submitted their research report and graded based on a rubric
        PH 141
          Total number of students    13
            No. of students with a grade of "C" or higher    11
           Number of students who failed    2
     
    PSLO #4:
       Students were able to present their portfolio that includes discussions and copies of their report to their mentors with satisfactory grades given by the mentors based on a rubric
        PH 365A
          Total number of students    13
            No. of students with a grade of "C" or higher    13
           Number of students who failed    0

        PH 365 B
          Total number of students    16
            No. of students with a grade of "C" or higher    16
           Number of students who failed    0
     
    PSLO #8:
       All students majoring in Public Health has successfully pass certification for CPR and first aid after attending a training seminar

          Number of students who did the BLS/CPR training     15
          Number of students who earned their BLS/CPR certificate    15

    3. Program enrollment

    The AS in Public Health program have shown a constant trend in enrollment in the two-year period. Spring 2013 have shown a drastic decrease in enrollment followed by increased number in the Fall 2013 most likely due to the enrollment of freshmen.

    Average class size for the AS in Public Health for the two year period is 12.6 students.

    Program Term Sections Maximum Enrollment Enrollment Enrollment Ratio Enrollment Average
    Associate of Science in Public Health Fall 2011 7 190 120 63.0% 17.1%
    Spring 2012 8 200 100 50.0% 12.5
    Fall 2012 4 100 52 52.0% 13.0
    Spring 2013 6 127 44 34.6% 7.0
    Fall 2013 7 122 94 77.0% 13.4

    4.Course Completion Rate

    Course completion rate were based on passing a course with a grade of ABC or D.

    For courses in the AS in Public Health, the average completion rate in Fall 2011 was 93.5%, which was slightly higher than the completion rates in the college. The same average completion rate was seen in the next semester. However, the average slightly dipped in Fall 2012 at 82.4% but showed an increasing trend in the next semester at 84.4% and 89.5% in Spring 2013 and Fall 2013 respectively.

    Program Term Course Number of Students Passing Rate Withdrawals
    Associate of Science in Nursing Fall 2011        
    PH 109 16 87.5% 6.3%
    PH 111 20 85.0% 15.0%
    PH 112 18 94.4% 0.0%
    PH 121 23 100.0% 0.0%
    PH 131 24 100% 0.0%
    PH 212 8 87.5% 12.5%
    PH 241 11 100% 0.0%
     
    Spring 2012 PH 109 23 91.3% 0.0%
    PH 111 12 83.3% 0.0%
    PH 141 19 84.2% 0.0%
    PH 151 10 100% 0.0%
    PH 211 8 100% 0.0%
    PH 221 9 100% 0.0%
    PH 231 10 90% 0.0%
    PH 251 9 100% 0.0%
     
    Fall 2012 PH 111 7 85.7% 14.3%
    PH 121 23 82.6% 4.3%
    PH 131 11 63.6% 18.2%
    PH 241 11 100% 0.0%
     
    Spring 2013 PH 109 21 76.2% 14.3%
    PH 111 22 77.3% 13.6%
    PH 141 16 81.3% 6.3%
    PH 151 14 71.% 7.1%
    PH 231 9 100% 0.0%
    PH 251 2 100.0% 0.0%
     
    Fall 2013 PH 111 20 85.0% 0.0%
    PH 112 17 82.4% 0.0%
    PH 121 20 85.0% 5.0%
    PH 131 23 73.9% 13.0%
    PH 211 1 100.0% 0.0%
    PH 212 12 100.0% 0.0%
    PH 221 1 100.0% 0.0%

    5. Success rates on licensing or certification exams

    There is no current licensing or certification examination for Public health at FSM.

    6. Graduation Rate

    The first group of students to graduate are the Third Year Certificate of Achievement students in Spring 2011. There where 5 students.

    Program Term Number of Students
    Associates of Science in Public Health Fall 2011 2
    Spring 2012 2
    Fall 2012 3
    Spring 2013 2
    Fall 2013 2

    7. Cost of duplicate or redundant courses, programs or services

    There are no duplicated or redundant courses for Public Health

    8. Students' satisfaction rate

    No data is currently available

    9. Alumni data

    No present data available

    10. Employment data and employer feedback

    No data is currently available

    11. Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

    No data is currently available

    12. Transfer Rate

    No data is currently available

  10. Analysis and Recommendation

    Low enrollment rate

    The Public Health Training Program is on their 4th year and there is a slow increase in the number of students declaring their major as either AS in Public Health or Third-year certificate program. There was a noted plateau in the number of students during the third and fourth year.

    Recommendation:

    Undertake a more aggressive recruitment and information drive activities. This should be done in all FSM States once every academic year

    Recruitment of HCOP graduates to enroll in the program since most of these students already fulfilled the needed pre-requisite courses

    High number of withdrawal rate

    The high number of withdrawal was due to enrollment in Public Health courses by non-PH majors. Most courses in Public Health are focused in specialized field of PH practice (Epidemiology, Health Nutrition, etc) that most students that enroll in these courses find it more difficult and they would then withdraw.

    This trend affect the over all completion rate of the program. Although high withdrawal rate can be pointed to this scenario, there are also Public Health Majors who are finding it difficult to be in PH classes. This is mainly due to lack of math and science background (Statistics, Human Nutrition, anatomy and Physiology).

    Recommendation:

    A more diligent screening of applicants regarding the required prerequisites that the student should have prior to acceptance to the program. This includes Statistics, Anatomy and Physiology, General Chemistry, Human Nutrition courses.

    Change in the admissions requirement for the Third Year Certificate program. The present requirement is the acceptance of any students who have an AA or AS degrees. The program should only accept those who are graduates of Health Careers Opportunities Program (HCOP) with the required elective math and sciences. Those students with other degrees should be accepted as soon as they could take the needed math and science courses.

    Good academic advisement prior to enrolling in PH courses should also be considered. An early warning program should be established to capture those who are at risk of dropping from the program.

    Development of instruction methods that improve student knowledge and engagement, analytical skills and promote participatory learning and a more flexible methods of teaching such as: lectures, videos, group activities, simulations, in-class assignments, homework, quizzes, impromptu tests etc. should be established

    Improvement of Program and course assessment

    In addition to the present program and course assessment strategy, a comprehensive assessment/exam to evaluate the overall knowledge/skills the students gained should be done. Starting SY 2014, a comprehensive exam will be given to students every after the semester and contents will be based on their level.

 

 

Unit Assessment Report

Report Period: 2013-2014

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