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At the completion of Public Health Program the student will be able to:
PSLO Assessment Report Summary (AY2019-2020)
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 practitioner 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 SPLO2 be 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 SPLO7 be 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 be 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 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. Student 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 SPLO9 will be 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.
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 issue 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% | |
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
Students must have a good background in statistics and medical terminologies
Students must have good reading comprehension and writing skills.
Program Evaluation
Associate of Science in Public Health
|
Campus: National Campus |
AP Review Submission Date |
August 2016 |
|
Completed by: Paul Dacanay |
AR Review Cycle |
2014- 2016 |
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.”
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.
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.
Program Description
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.
Program Admission Requirement
Entry criteria:
High school graduation or GED
All candidates to sit College of Micronesia Entry Test [COMET] and gain admission to COM-FSM Degree programs
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
Program Degree Requirement
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
Program Course and Enrollment
|
Courses |
Number of section/s |
Course Enrollment |
Section fill-rates |
|
PH 109: Math for Health Science |
4 |
64 |
64% |
|
PH 111: Introduction to Basic Epidemiology and Biostatistics |
4 |
48 |
48% |
|
PH 112: Introduction to Epi-Info and Computing for Public Health |
2 |
19 |
48% |
|
PH 121: Environmental Prevention and Control of Disease |
2 |
31 |
62% |
|
PH 131: Food and Nutrition in the Lifecycle |
2 |
30 |
60% |
|
PH 141: Principles of Health Promotion |
3 |
43 |
60% |
|
PH 151: Introduction to Pacific Health Care Systems and Traditional Medicine |
3 |
37 |
61% |
|
PH 152: Practical Health Service Management |
0 |
0 |
0 |
|
PH 211: Health Research Methodology |
2 |
19 |
49% |
|
PH 212: Surveillance, Identification and Management of an Outbreak |
2 |
20 |
40% |
|
PH 221: Occupational Health and Safety |
2 |
26 |
51% |
|
PH 231: Food Nutrition and Lifestyle Disease |
2 |
32 |
64% |
|
PH 241: Case Studies and Special Issues in Health Promotion |
2 |
25 |
50% |
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 |
|
|
|||
|
Robert Spegal |
Instructor |
Masters in Public Health |
Part-time Instructor |
|
|
|||
|
Brian Mangum
|
Professor |
Masters of Science |
Visiting Professor |
Program Indicators
I. Assessment of Course Student Learning Outcomes of program courses
|
Course Student Learning Outcome PH 109 |
|||||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
SLO 6 |
SLO 7 |
SLO 8 |
Number of Students |
|
|
Spring 2014 |
90% |
90% |
95% |
95% |
100% |
90% |
95% |
95% |
24 |
|
Fall 2014 |
88% |
85% |
100% |
88% |
100% |
90% |
88% |
95% |
10 |
|
Spring 2015 |
87% |
90% |
95% |
95% |
100% |
90% |
97% |
94% |
12 |
|
Fall 2015 |
90% |
90% |
95% |
95% |
100% |
95% |
95% |
95% |
9 |
|
Spring 2016 |
80% |
90% |
100% |
95% |
100% |
90% |
90% |
91% |
9 |
|
Average |
87% |
89% |
97% |
94% |
100% |
91% |
93% |
94% |
|
|
Course Student Learning Outcome PH 111 |
|||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
SLO 6 |
Number of Students |
|
|
Spring 2014 |
90% |
95% |
90% |
90% |
100% |
95% |
11 |
|
Fall 2014 |
100% |
95% |
85% |
90% |
95% |
95% |
8 |
|
Spring 2015 |
83% |
92% |
85% |
83% |
92% |
100% |
14 |
|
Fall 2015 |
100% |
85% |
90% |
100% |
100% |
100% |
8 |
|
Spring 2016 |
95% |
90% |
90% |
90% |
95% |
95% |
7 |
|
Average |
94% |
91% |
88% |
91% |
96% |
97% |
|
|
Course Student Learning Outcome PH 112 |
|||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
Number of Students |
|
|
Fall 2014 |
100% |
100% |
100% |
95% |
16 |
|
Fall 2015 |
100% |
100% |
100% |
100% |
3 |
|
Average |
100% |
100% |
100% |
98% |
|
|
Course Student Learning Outcome PH 121 |
||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
Number of Students |
|
|
Fall 2014 |
92% |
100% |
100% |
96% |
100% |
16 |
|
Fall 2015 |
96% |
96% |
100% |
100% |
100% |
15 |
|
Average |
94% |
98% |
100% |
98% |
100% |
|
|
Course Student Learning Outcome PH 131 |
|||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
SLO 6 |
Number of Students |
|
|
Fall 2014 |
100% |
96% |
95% |
100% |
96% |
95% |
21 |
|
Fall 2015 |
90% |
100% |
95% |
100% |
100% |
95% |
9 |
|
Average |
95% |
98% |
95% |
100% |
98% |
95% |
|
|
Course Student Learning Outcome PH 141 |
||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
Number of Students |
|
|
Spring 2014 |
100% |
98% |
95% |
95% |
95% |
25 |
|
Spring 2015 |
100% |
100% |
100% |
100% |
100% |
12 |
|
Spring 2016 |
95% |
95% |
98% |
95% |
95% |
6 |
|
Average |
98% |
98% |
98% |
97% |
97% |
|
|
Course Student Learning Outcome PH 151 |
||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
Number of Students |
|
|
Spring 2014 |
95% |
95% |
95% |
95% |
95% |
22 |
|
Spring 2015 |
100% |
87% |
100% |
100% |
100% |
8 |
|
Spring 2016 |
100% |
100% |
100% |
100% |
100% |
7 |
|
Average |
98% |
94% |
98% |
98% |
98% |
|
|
Course Student Learning Outcome PH 211 |
|||||
|
SLO 1 |
SLO2 |
Number of Students |
|||
|
Fall 2014 |
100% |
100% |
15 |
||
|
Fall 2015 |
100% |
100% |
4 |
||
|
Average |
100% |
100% |
|||
|
|
|
|
|
|
|
|
Course Student Learning Outcome PH 212 |
||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
Number of Students |
|
|
Fall 2014 |
90% |
90% |
90% |
90% |
90% |
12 |
|
Fall 2015 |
100% |
100% |
100% |
100% |
100% |
7 |
|
Average |
95% |
95% |
95% |
95% |
95% |
|
|
Course Student Learning Outcome PH 221 |
|||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
Number of Students |
|
|
Spring 2014 |
90% |
90% |
90% |
90% |
14 |
|
Spring 2015 |
100% |
100% |
100% |
100% |
9 |
|
Spring 2016 |
66% |
66% |
66% |
66% |
3 |
|
Average |
85% |
85% |
85% |
85% |
|
|
Course Student Learning Outcome PH 231 |
||||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
SLO 5 |
Number of Students |
|
|
Spring 2014 |
100% |
100% |
100% |
100% |
100% |
8 |
|
Spring 2015 |
95% |
100% |
100% |
95% |
100% |
19 |
|
Spring 2016 |
100% |
100% |
100% |
100% |
100% |
5 |
|
Average |
98% |
100% |
100% |
98% |
100% |
|
|
Course Student Learning Outcome PH 241 |
|||||
|
SLO 1 |
SLO2 |
SLO 3 |
SLO 4 |
Number of Students |
|
|
Spring 2014 |
100% |
100% |
100% |
100% |
10 |
|
Spring 2015 |
100% |
100% |
100% |
100% |
12 |
|
Spring 2016 |
100% |
100% |
100% |
100% |
1 |
|
Average |
100% |
100% |
100% |
100% |
|
II. 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 should be able to recognize, describe and discuss the basic public health science, facts and principles. Successful completion of this objective will be indicated by more than 80% of students enrolled in courses related to SPLO 1 be able to report and describe these topics; be able to present their research on basic health sciences facts and principles; and be able to apply these principles when engaging in scenarios and simulations. 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 practitioner 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 SPLO2 be 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 PSLO 3 should be able to describe and discuss health issues in the different age groups. Successful completion of this objective will be indicated by more than 80% of students enrolled in courses related to SPLO3 be able to discuss health issues 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 be able to differentiate the health issues in the different age groups. Students who are taking course related to PSLO 4 should be able to discuss and demonstrate an understanding and be able to practice some generic public health competencies. Successful completion of this objective will be indicated by more than 80% of students enrolled in courses related to SPLO4 will be able to discuss and demonstrate an understanding of generic public health competencies. These will be evaluated by students’ individual portfolio based on a rubric; assessment of their skills in practicing some generic public health competencies during simulations based on a skills checklist; and how they response during case scenarios based on a rubric. 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 SPLO7 be 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 be 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 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. Student 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 SPLO9 will be 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 #1: |
|||
|
Students who were taking courses related to this PLO were able to recognize, describe and discuss the basic public health science, facts and principles. |
|||
|
PH 111 |
|||
|
Total number of students |
16 |
||
|
Number of students who passed: |
16 |
||
|
PH 121 |
|||
|
Total number of students |
15 |
||
|
Number of students who passed: |
14 |
||
|
PH 141 |
|||
|
Total number of students: |
11 |
||
|
Number of students who passed: |
10 |
||
|
PSLO #2 |
|||
|
Students who took these courses submitted their research report and graded based on a rubric |
|||
|
PH 151 |
|||
|
Total number of students |
7 |
||
|
Number of students who passed: |
7 |
||
|
PH 231 |
|||
|
Total Number of students: |
5 |
||
|
Number of students who passed: |
5 |
||
|
PSLO #3 |
|||
|
Students who took courses related to this PLO were able to describe and discuss health issues in the different age groups |
|||
|
PH 211 |
|||
|
Total number of students |
14 |
||
|
Number of students who passed: |
12 |
||
|
PSLO # 4 |
|||
|
Students were able to discuss and demonstrate an understanding and be able to practice some generic public health competencies and 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 131: Total number of students Number of students who passed |
19 19 |
||
III. Program Enrollment
The AS in Public Health program have shown a decreasing trend in enrollment in the two-year period. Fall 2014 has shown a drastic decrease in enrollment followed by another decrease in the Fall 2015. The trend of Fall semester having a higher enrollment than spring continues most likely due to the enrollment of freshmen.
|
Program |
Term |
Sections |
Maximum Enrollment |
Enrollment |
Enrollment Ratio |
Enrollment Average |
|
Associate of Science in Public Health
|
Spring 2014 |
5 |
125 |
114 |
91.2% |
22.8 |
|
Fall 2014 |
7 |
170 |
82 |
48.0% |
11.7 |
|
|
Spring 2015 |
5 |
115 |
86 |
75.0% |
17.2 |
|
|
Fall 2015 |
7 |
170 |
55 |
32.0% |
8.0 |
|
|
Spring 2016 |
5 |
115 |
38 |
33.0% |
7.6 |
IV. 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 Spring 2014 was 83.5%, which was higher than the completion rates at the college [78%]. The average completion rate went down in the next semester. However, the average course completion rate for the 2 year period is 82%.
|
Program |
Term |
Course |
Number of Students |
Completion Rate |
|
Associate of Science in Public Health
|
Spring 2014 |
PH 109 |
24 |
87.0% |
|
PH 111 |
11 |
63.6% |
||
|
PH 141 |
25 |
80.0% |
||
|
PH 151 |
22 |
91.0% |
||
|
PH 221 |
14 |
85.7% |
||
|
PH 231 |
9 |
87.5% |
||
|
PH 241 |
10 |
90% |
||
|
Fall 2014 |
PH 109 |
6 |
66.7% |
|
|
PH 111 |
8 |
100.0% |
||
|
PH 112 |
10 |
70.0% |
||
|
PH 121 |
16 |
87.5% |
||
|
PH 131 |
21 |
52.4% |
||
|
PH 212 |
10 |
50.9% |
||
|
Spring 2015 |
PH 109 |
12 |
83.3% |
|
|
PH 111 |
14 |
71.4% |
||
|
PH 141 |
12 |
91.7% |
||
|
PH 151 |
8 |
75.0% |
||
|
PH 221 |
9 |
88.9% |
||
|
PH 231 |
19 |
57.9% |
||
|
PH 241 |
12 |
83.3% |
||
|
Fall 2015 |
PH 109 |
9 |
87.5% |
|
|
PH 111 |
8 |
85.0% |
||
|
PH 112 |
3 |
66.6% |
||
|
PH 121 |
15 |
100% |
||
|
PH 131 |
9 |
100% |
||
|
PH 212 |
7 |
100.0% |
||
|
Spring 2016 |
PH 109 |
9 |
76.2% |
|
|
PH 111 |
7 |
77.3% |
||
|
PH 141 |
6 |
81.3% |
||
|
PH 151 |
7 |
71.4% |
||
|
PH 221 |
3 |
100% |
||
|
PH 231 |
5 |
100% |
||
|
PH 241 |
1 |
100% |
||
V. Student Persistence Rate
|
Program |
Term |
Persistence Rate |
|
Associate of Science in Public Health
|
Spring 2014 Fall 2014 |
200% |
|
Fall 2014 Spring 2015 |
133.3% |
|
|
Spring 2015 Fall 2015 |
98% |
|
|
Fall 2015 Spring 2016 |
83.8% |
VI. Student Retention Rate
|
Program |
Term |
Retention Rate |
|
Associate of Science in Public Health
|
Spring 2014 Spring 2015 |
150% |
VII. Employment Data and Feedback
The Pohnpei State Public Health recently submitted a feedback for the Public health graduates who are presently working with them. They rate the graduates very satisfactory with regards to their knowledge of the job. They recommend that Public Health students should also be trained in the clinical aspect of Public health and not only management.
VIII. Success rates on licensing or certification exams
There is no current licensing or certification examination for Public health at FSM.
IX. Graduation Rate
|
Program |
Term |
Number of Graduates |
|
Associates of Science in Public Health |
Spring 2014 |
3 |
|
Fall 2014 |
2 |
|
|
Spring 2015 |
3 |
|
|
Fall 2015 |
4 |
|
|
Spring 2016 |
3 |
X. Student Seat Cost
No data available for the 2 year review period.
XI. Cost of duplicate or redundant courses, programs or services
There are no duplicated or redundant courses for Public Health
XII. Revenue Generated by the Program
|
Tuition |
Grant income |
|
|
Spring 2014 |
||
|
Fall 2014 |
$404,959 (AHEC) |
|
|
Spring 2015 |
||
|
Fall 2015 |
$241,296 (AHEC) |
|
|
Spring 2016 |
XIII. Students’ satisfaction rate
In the 2014 Student Satisfaction Survey done by the College, it shows that majority of the students strongly agree or agree that the program have performed well in in serving their students.
XIV. Alumni data
2 graduates working for Yap State Hospital
2 graduates pursuing Nutrition undergraduate courses in UH (Both graduated. One is pursuing his MPH at UH Manoa and the other is pursuing her BBMS at FNU)
1 graduate pursuing Public Health undergraduate courses in UOG, presently doing her Internship at Pohnpei Public Health
2 AS in PH graduates pursuing Public Health and Rehabilitation undergraduate course in FNU (Both graduated in Fall 2015; One pursuing his BBMS at FNU and the other is in Chuuk applying for a job)
2 Health workers graduated and are back with the Department of Health
5 graduates working with Pohnpei Division of Public Health
XV. Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)
Palau Community College have started offering Associates Degree in Public Health. The College of the Marshall Islands has started offering 2 courses that leads to a Certificate of Achievement in Public Health.
XVI. Transfer Rate
Most of the graduates who pursued their education in another institution claimed that most of their courses was transferable to the said institution
Analysis and Recommendation
Low enrollement rate is an issue for the Public Health programs. The Program should undertake a more aggressive recruitment and information drive activities. This should be done in all FSM States once every academic year
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.
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
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 developed.
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